Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Rosalind Wynne

Student Perceptions of Reflective Learning Activities Rosalind Wynne Electrical and Computer Engineering Department Villanova University, PA rosalind.wynne@villanova.eduAbstractIt is widely accepted that reflective activities such as recitation discussions, computersimulations and journaling are supportive to the natural learning cycle. The natural learning cycleis based on the established theory of the Kolb’s Experiential Learning Cycle that links thelearning process to brain structure. This conference presentation examines the perceived benefitsof such activities by the student. Traditional

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Amit Bandyopadhyay

experiences of a situationand the way one learns alternative or more appropriate kinds of organizing experiences.In brief, cognitive theorists contend that humans learn cognitive structures orunderstanding rather than movements and that the behaviorists are merely looking at theresults of learning rather than the process of learning when they focus on behavior.Learning StylesStudents take in and process information in different ways: by seeing and hearing,reflecting and acting, reasoning logically and intuitively, analyzing and visualizing,steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, otherdemonstrate or lead students to self-discovery. Some focus on principles and other otherson applications. Some emphasize

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Andrea L. Welker; Leslie McCarthy; John Komlos; Alfred Fry

appropriately quoted6. evaluate a website for authority, reliability, credibility, purpose, viewpoint, and suitability7. reflect on past successes, failures, and alternative strategies by maintaining a log of information seeking and evaluating activities8. communicate clearly and with a style that supports the purposes of the intended audience9. demonstrate an understanding of intellectual property, copyright, and fair use of copyrighted material10. select an appropriate documentation style and use it consistently to cite sources11. confer with instructors and participate in class discussions to identify a research topic, or other information needed12. define or modify the information need to achieve a manageable focus13. know how information

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Kevin Dahm

environmental impact. Plantdesign problems can be framed such that they draw from every required chemicalengineering course in the curriculum. Further, the course at Rowan has always beenteam-taught by a tenure track faculty member and an adjunct faculty member with anindustry background, in order to ensure that problems are genuinely reflective ofengineering practice. Despite these facts, the capstone design course cannot realisticallybe the sole vehicle for assessing achievement of programmatic objectives. The two mostprominent reasons are: • One program objective is that graduates will have the ability to function effectively on multidisciplinary teams. While students work in teams of 4-5 in Chemical Plant Design, neither the teams

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Kathryn Jablokow

reflective process.Much of what we discuss here will appear familiar, but the restructuring is new and should beeffective in design education. We reference popular design texts to help highlight thedistinctiveness of our approach. Other new ideas presented in this paper include the triggerconcept, design characterization, design validation, and managing risk through Design for NOTX. FEED is also a venue for innovative design. Users, and lead users in particular, can providemany ideas for new products both of needs and technologies. The use of Design for X and Fall 2010 Mid-Atlantic ASEE Conference, October 15-16, 2020, Villanova UniversityNOTX expands the imagination with respect to possible venues, uses, and risks of the type ofproduct being

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Jason T. Kirby; Talat F. Salama

ofsupervision has resulted in multiple years of event free participation.Program OutcomeThe expected program outcome is to provide student participants with unique experiences thathelp to advance their careers, allows them to assume more responsibility, expand their leadershiprole, and ultimately obtain higher pay. The program presents an educational opportunity for USstudents to travel/live abroad and for Middle Eastern students to interact and create mutualfriendships. Cultural differences are more than just language, food, appearances, and personalhabits. A person's culture reflects very deep perceptions, beliefs and values that influence his orher way of life and the way that they view the world. Students that gain this insight are more

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

David W. Dinehart; Timothy Harrington; Matthew Bandelt; Adam Beckmann

the course of the curriculum, the students’ progress in this area was clearly evident to theauthors.While the benefits to the middle school students were numerous, there was a tremendous value tothe Villanova students. The four key elements of a service learning pedagogy are Preparation,Service, Reflection, and Celebration. The students were responsible for all preparation. Theytaught the lessons and ran the activities at St. Martin of Tours; they interacted directly with thechildren in a formal and informal manner. We reflected in an informal manner following eachactivity. This is an area for potential improvement for future offerings. The celebration elementwas the year end campus event, where all NovaCANE members were present. It was

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Gary P. Halada

a group project, and may beclearly classified as an example of “problem-based learning”. Problem based learning isdescribed by Cindy E. Hmelo-Silver6 in the following way: “Problem-based learning (PBL) isan instructional method in which students learn through facilitated problem solving. In PBL,student learning centers on a complex problem that does not have a single correct answer.Students work in collaborative groups to identify what they need to learn in order to solve aproblem. They engage in self-directed learning (SDL) and then apply their new knowledge to theproblem and reflect on what they learned and the effectiveness of the strategies employed. Theteacher acts to facilitate the learning process rather than to provide knowledge

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

time to reflect on this question both individually and in groups. Each group isthen asked to make a list of steps it followed when solving the design problem. In doing this,they are developing a model of the engineering design process they followed. Finally, the studentteams are asked to share their individual design models with the class. When the discussionabout the different design approaches is complete, a short lecture about different models of thedesign process can be used to help solidify the impromptu design’s introduction to the designprocess.3. Bringing Impromptu Design to Engineering Science ClassesIn the following, examples of how the impromptu design format can be extended to reinforcecontent in engineering science courses are

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Philip Samuel P.E.; Kathryn Jablokow

as a result of their psychologicalbiases5. Such biases include limitations imposed by the designer’s intelligence and expertise(i.e., cognitive level), emotional state, and belief systems (i.e., cognitive affect), as well asbiases arising from cognitive style – i.e., the designer’s preferred approach to managingstructure in problem solving. For example, designers with more adaptive cognitive styles tendto generate ideas that support and refine the structure of a given system, while those withmore innovative cognitive styles tend to generate ideas that loosen and reframe the system’sstructure in more radical ways7, 8, 11. Yet these same psychological biases also enable eachdesigner, as they reflect previous experience which may help guide the

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Ani Ural; Joseph Yost

provide anopportunity for the students to understand the limitations and sources of error in computationaland experimental approaches. Furthermore, the integration of all components through a technicalreport allows students to reflect on the interrelation between computational and experimentalcomponents and their respective significance in engineering analysis, design and research.3. Discussion and Conclusion As a part of the new Villanova freshman engineering program, the project “Analytical andExperimental Evaluation of a SMARTBEAM”, provides an integrated approach to engineeringeducation by combining theoretical, computational and experimental components. Theengineering curriculum mostly focuses on laboratory courses that provide exposure

Collection

2010 Fall ASEE Middle Atlantic Section Conference

Authors

Dean C. Millar

First Professional Degree.1 “Preparedness for Practice: Engineering deans and employer respondents were asked torate new engineers’ preparedness for practice in eight areas and then indicate the value theirorganization places on preparation in that area. Figure 1 shows the results for each area.” “With the exception of ‘Math and Science’ there appears to be a wide discrepancybetween the value expectations of the employer and the extent to which their employees are seento be well prepared. This would further appear to reflect on the mismatch between curricularemphasis and employer expectation. It must be recognized, of course, that math and science arewithout argument the key ingredients—at least in the lower division—of an