Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Bielby, University of Michigan; Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Janel A. Sutkus, Carnegie Mellon University; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Matthew Holsapple, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2011-1952: IMPACT OF DIFFERENT CURRICULAR APPROACHESTO ETHICS EDUCATION ON ETHICAL REASONING ABILITYRobert M Bielby, University of Michigan Robert Bielby is a doctoral student in the Center for the Study of Higher and Postsecondary Education focusing in higher education policy and quantitative methodology.Trevor Scott Harding, California Polytechnic State University Dr. Trevor S. Harding is Chair and Professor of Materials Engineering at California Polytechnic State UniversitySan Luis Obispo where he teaches courses in biomaterials, solidification metallurgy, tribology and life cycle design. Dr. Harding has published numerous manuscripts in the area of ethical development of engineering undergraduates through

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Holsapple, Univeristy of Michigan; Janel A. Sutkus, Carnegie Mellon University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Trevor Scott Harding, California Polytechnic State University; Robert M. Bielby, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2011-1585: WE CAN’T GET NO SATISFACTION!: THE RELATION-SHIP BETWEEN STUDENTS’ ETHICAL REASONING AND THEIR SAT-ISFACTION WITH ENGINEERING ETHICS EDUCATIONMatthew Holsapple, Univeristy of Michigan Matthew Holsapple is a doctoral candidate at the Center for the Study of Higher and Postsecondary Ed- ucation at the University of Michigan. His research interests include moral development and character education in higher students, professional ethics education, and research design and quasi-experimental methods in research on college student outcomes.Janel Sutkus, Carnegie Mellon UniversityDonald D. Carpenter, Lawrence Technological University Dr. Donald Carpenter is an Associate Professor of Civil Engineering and the

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

the Center of Teaching & Learning at Lawrence Tech where he was responsible for conducting faculty development programs. In addition, Dr. Carpenter actively conducts educational and pedagogical research on teamwork, leadership, and ethical development and is Kern Fellow for En- trepreneurial Education.Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli, Ph.D., is Director of the Center for Research and Learning in Engineering and re- search associate professor in the College of Engineering at the University of Michigan. In addition, she actively pursues research in engineering education and assists other faculty in their scholarly projects. She is past Chair of the Educational Research and Methods

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Rosa Goldstein, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Senior Associate Dean for Academics and Professor of Industrial Engineering at the University of Pittsburgh. His research focuses on improving the engineering educational experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former senior editor of the Journal of Engineering Education, Dr. Shuman is the founding editor of Advances in Engineering Education. He has published widely in the engineering education literature, and is co-author of Engineering Ethics: Balancing Cost, Schedule and Risk - Lessons Learned from the Space Shuttle (Cambridge University Press). He received his Ph.D. from The Johns Hopkins University in

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

freshman engineering program. Dr. Bursic has done research and published work in the areas of Engineering and Project Management and Engineering Education. She is a member of IIE and ASEE and is a registered Professional Engineer in the state of Pennsylvania.Larry J. Shuman, University of Pittsburgh Larry J. Shuman is Senior Associate Dean for Academics and Professor of Industrial Engineering at the University of Pittsburgh. His research focuses on improving the engineering educational experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former senior editor of the Journal of Engineering Education, Dr. Shuman is the

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Committee of the IEEE Education Society. He was the 20022006 President of Tau Beta Pi. Page 22.418.1 c American Society for Engineering Education, 2011 Defining “Sustainable Engineering”: a comparative analysis of published sustainability principles and existing courses1. IntroductionAs a concept and a value in engineering and engineering education, sustainability has gainedwide acceptance and importance: engineering disciplinary society codes of ethics andresponsibilities1-4, accreditation criteria5, statements from engineering professional

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

graduate level education. ABET, formerly the AccreditationBoard for Engineering and Technology, Criterion 3 outcomes a-k recommend that engineering Page 22.454.2programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering, (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) an ability to design a system, component, or process to meet desired needs, (d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding of professional and ethical

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

interpretation of information, and are regarded as intricate andcomplex. Starkey and colleagues5 use the term information fluency to refer to skills, attitudes,knowledge, and a range of ways of experiencing information use. In the Engineering Scienceprogram at Trinity University, for example, engineering students “learn to access, understand,and evaluate information, use it ethically, and create new material (papers, presentations, or otherproducts) based on that information” with an emphasis on critical and creative thinking.3 Thedevelopment of information fluency involves incremental growth in proficiency.5 It requiresmore than a single visit with the school librarian or a couple of written research assignments.Within a demanding and supportive

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

contribute money to environmental organizations I would sign a petition in support of tougher environmental laws I would take a job with a company I knew was harming the environment Page 22.235.4Another instrument, developed by Forsyth, Nye and Kelley, measures the ethic of caring[15].This 10-item scale is a 9-point scale ranging from completely disagree (1) to completely agree(9). Their testing of this unidimensional scale revealed a high internal consistency as measuredby Cronbach alpha (α=0.85). It is intended to indicate the ethic of caring. The items are listed inTable 2.Table 2. Items from the Ethic of Caring Scale by

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

resources for a solution, implementinga solution, and review; however, for most engineers, design connotes a broader, moreencompassing landscape.Popper12 claims “All life is problem solving!” and hence all humans solve problemscontinuously. ABET, Inc. lists problem solving as a separate educational outcome from design inthe a-k outcomes, stating that students must have: “(c) an ability to design a system, component,or process to meet desired needs within realistic constraints such as economic, environmental,social, political, ethical, health and safety, manufacturability, and sustainability and (e) an abilityto identify, formulate, and solve engineering problems”5.Although we have stated that, in the engineering domain, problem solving is often

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cherie Geiger, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida

Tagged Divisions

Educational Research and Methods

15% of students reported participation in aURE; non-URE students were used as a comparison group. The comparison group of non-UREstudents in our survey was not based on a true, experimental research design of randomassignment to groups for obvious ethical and legal reasons. But it does provide a usefulcomparison (albeit with limitations). First, we looked for patterns in the data that would providesome insight into three hypothesized claims (see below) for our YES program. We thencompared our findings with five studies, two of which are described here: a study of 76 risingseniors in eight science disciplines at four liberal arts schools by Seymour et al.1 and a study of1,135 students (primarily in engineering and the sciences) surveyed at 41

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

 education   6.   active  learning   retention   7.   software  engineering  education   diversity   8.   engineering  design   e-­‐learning   9.   engineering   software  engineering   10.   diversity   software  engineering  education   11.   design   engineering  design   12.   women  in  engineering   pedagogy   13.   collaboration   gender   14.   teamwork   computer  science   15.   ethics   tablet

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

engineering 1697education 679 students 651 students 685 students 958 education 796learning 644 education 351 design 634 education 690 students 566students 529 learning 337 education 497 research 635 research 435research 296 research 332 research 384 design 510 learning 366student 269 project 315 university 321 learning 311 ethics 320programs 265 knowledge 272 student 305 journal 307 science 309study 243 teaching 233 information 233 student 293 journal 308journal

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

well as retention and diversity concerns within engineering education and engineering as a profession.Brock E. Barry, U.S. Military Academy Dr. Barry is an assistant professor and course director in the Department of Civil & Mechanical Engi- neering at the U.S. Military Academy at West Point. He predominately teaches in the area of engineer- ing mechanics. His current areas of research include professional ethics, economic factors influencing engineering education, identity development, and non-verbal communication. Dr. Barry is a licensed professional engineer with multiple years of consulting experience.Kerry Meyers, University of Notre Dame Kerry L. Meyers is an Associate Professional Faculty member in the

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

3 103 toronto 3 26 other 6 65 correction 3 104 university 3 27 total 6 66 costs 3 105 while 3 28 will 6 67 current 3 106 widgets 3 29 with 6 68 driving 3 107 actions 2 30 would 6 69 example 3 108 agency 2 31 all 5 70 first 3 109 allowed 2 32 alternative 5 71 flaps 3 110 analysis 2 33 decision 5 72 following 3 111 axes 2 34 ethics 5 73 give 3 112 back 2

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of information needed Access the needed information effectively and efficiently Evaluate information and its sources critically Incorporate selected information into one‟s knowledge base Use information effectively to accomplish a specific purpose Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.3Despite the growing importance of lifelong learning skills in our rapidly evolving work Page 22.237.2environment, where technical knowledge has a half life of less than five years, Lattuca,Terenzini, and Volkwein reports that

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

. Be able to define problems so that CAE tools can be applied correctly Be able to model problems, and apply constraints, so that CAE tools can be applied correctly. Know how meshing is used in CAE and what the important factors in meshing are. Know how to correctly interpret and verify validity of analysis results. Be able to use FEA for stress analysis. Be able to use thermal analysis. Be able to use modal and vibration analysis. Be able to conduct kinematic simulations and use the data effectively. Be able to apply basic computational fluid dynamic analysis Understand the ethical and professional ramifications using CAE resultsThe problem solving objective are to

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

use. Thus, careful attention must be paid to the way in which open-ended problemsolving is taught.Introduction Open-ended problem solving is a skill that is central to engineering practice and one thatengineering students are required to develop. ABET (2009) criterion 3c states that students mustdevelop “an ability to design a system, component, or process to meet desired needs withinrealistic constraints such as economic, environmental, social, political, ethical, health and safety,manufacturability, and sustainability.”(p. 3) Open-ended problems are by nature ill-structured tovarying degrees. Such problems lack definition in some respect and as a result problemconstraints may be unclear, vaguely defined, or missing altogether

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

ideas, arguments, and points of viewg. an ability to communicate effectively 8. Developing skills in expressing oneself orally or in writingh. a recognition of the need for, and an ability to 12. Acquiring an interest in learning more by asking questions andengage in lifelong learning seeking answersi. an ability to understand professional, ethical and 10. Developing a clearer understanding of, andsocial responsibilities commitment to, personal valuesj. a respect for diversity and a knowledge of 10. Developing a clearer understanding of, andcontemporary professional, societal, and global issues commitment to, personal valuesk

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

queer, strange, funny, or disconcerting.” John Dewey (1932)Critical student reflection is increasingly recognized as a crucial part of engineering students‟overall learning 1-6. This is highlighted by a number of trends that focus the attention of theengineering educator on aspects such as students‟ awareness of engineering practice beingembedded in social contexts and their future role as professionals with ethical and societalresponsibilities 7-9. In part, such broader competencies are inherently reflective and point to theneed to specifically support students‟ development as critically reflective practitioners 10, 11

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

alsorepresented a third of the tools used to describe engineering, and included blueprints, modelingand diagrams. Design tools include items like rulers and compasses, and seemed to be toolsrelated to creating the planning tools of blueprints and diagrams; design tools formed about afifth of the mentions of tools across all participants. “Constructive” tools include objects likepipe wrenches and glue guns, and, surprisingly to us, made up just over a tenth of all the kinds oftools discussed in the pre-interviews.Six of our 19 participants mentioned something having to do with values in their interview. Webroke engineering values into six different values: precision and accuracy, creativity, logic andpracticality, progress, efficiency and ethics and

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

needs of the stakeholders at aforefront, taking into account diverse social, cultural and ethical considerations. In today’sglobally competitive economy, it is more important than ever to develop effective design skillswithin the undergraduate years. However, before effective design learning experiences todevelop the skills necessary for human-centered design can be created, an understanding of theways in which students experience human-centered design is needed. This paper provides anoverview of a phenomenographic study that explores students’ understanding of human-centereddesign, presents the resulting outcomes space, and discusses the educational implications of thefindings.MotivationDesign has long been a core function of engineers

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

,and international projects in the engineering workplace. Research methods in studyingengineering practice included mixed quantitative and qualitative online surveys,interviews with practicing engineers, and case studies of engineering firms. We foundthat effective engineers value communication, problem-solving, teamwork, ethics, life-long learning, and business skills. Many of them note that their undergraduate educationdid not always prepare them well in these areas. Because of these two misalignments, wehypothesize that potential engineering talent goes underdeveloped at important stages ofeducational pathways as students move from high school to college. We believe thatincorporating these findings into an interactive special session would