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2015 ASEE Zone 3 Conference

Authors

is the process whereby knowledge is created through thetransformation of experience” and he states that certain abilities are required in order to gaingenuine knowledge from an experience: • The learner must be willing to be actively involved in the experience; • The learner must be able to reflect on the experience; • The learner must possess and use analytical skills to conceptualize the experience; and • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. 6Kolb refers to these four stages as concrete experience (CE), reflective observation (RO),abstract conceptualization (AC), and active experimentation (AE). Figure 2

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2015 ASEE Zone 3 Conference

Authors

Charles E. Baukal

thinking and reflection on the solution and arediscussed next. Proceedings of the 2015 Zone III Conference of the American Society for Engineering EducationPositive or NegativeOne important check of the reasonableness of an answer 29 is its sign. This is a gross errorchecking process that can be particularly important in certain subjects such as thermodynamicswhere there is a specific sign convention. Typically in thermodynamics, work done by a systemis positive while work done on the system is negative and heat transfer into the system is positivewhile heat transfer out of the system is negative. This convention is used because normally theobjective of a power cycle is to burn a fossil fuel (heat transfer into the system which is positive)to

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2015 ASEE Zone 3 Conference

Authors

James R. Rowland

practices 12, 13, 23, 26, 27. Thosereferences applicable to multidisciplinary teaming are: • Basic design and teamwork principles for student teams and best practices identified 1, 10-14 • Teaching teams with software applications 26 • Pinpointing the importance of reflection in teaming experiences 27 • Teamwork problems for large classes 28 • Teamwork and management skills 35 • Gender issues 39.Evolution of the KU Teaming ProjectThe teaming project at KU began in the early 1990s as an independent study project for onestudent, an Algerian student who spoke fluent French and wanted to find a control systemsposition with a company in a country where his French language ability would be an asset. Hewas later successful in

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2015 ASEE Zone 3 Conference

Authors

Christopher M. Moore; Semih G. Yildirim; Stuart W. Baur

7 © American Society for Engineering Education 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)problem and for addressing the challenges of completing an inhabitable and marketable officespace.2.3 Results of the activityThe grade of the group is reflected by the successful completion of two different tasks, the posterwhich has details of the solution for successful design completion and the scaled model of thebuilding/site made from prescribed materials, which in this case was foam board and corrugatedpaper. Samples of poster presentation and scaled models in 1/50 are shown in Figure 8 and 9.These models were graded on

Collection

2015 ASEE Zone 3 Conference

Authors

Brian Sandford

prepared.Both the individual and team score is reported and contributes to their final grade. The sayingthat 2 heads are better than one is generally true and students must practice being good teammembers as a good team score will reflect good contributing members while a poor team scoreonly reflects upon unprepared team members.A mid-term, final exam and weekly homework assignments, as well as the use of iPads as atranslation, quiz, and testing tool, compliment the required student language practice andevaluation components already described.FindingsA pre-test/post-test 50 question language self-assessment survey was given to the students in theSpanish for construction course during the spring 2010, fall 2010, and spring 2011 semesters.The survey

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2015 ASEE Zone 3 Conference

Authors

Luis Rodriguez; Gail Coover; Dalelia Davis; George Johnson; Oumar Kaba; Angela Frey; Andrew Pham; Amihan Huesmann

thatintelligence is fixed, not changing over time or across contexts, an “entity theory.” Because theybelieve that ability is fixed, entity theorists [2] are highly concerned with messages and outcomesthat supposedly reflect their "true" abilities. When facing challenges, entity theorists tend todemonstrate lowered focus and task avoidance. Others tend to view intelligence as a quality thatcan be developed and that it changes across contexts or over time, an “incremental theory.”Incremental theorists tend to be more focused on improving rather than proving ability tothemselves or others [2]. When facing challenge, incremental theorists are likely to increase effortto further learning and to overcome obstacles. Although many studies have treated

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2015 ASEE Zone 3 Conference

Authors

R. Joe Stanley; Stuart W. Baur

Training Institute for the courses offered through the PLTWprograms. Missouri S&T began this role in 2006, where only the Pathway to Engineeringcourses IED, POE, DE, CEA, CIM were taught. The Biomedical Sciences Pathway courses,Computer Science Pathway (2014), Gateway to Technology, and the AE (2013) and EDDcourses, which are part of the Pathway to Engineering, have been added after 2008??? Thestudent survey results reflect PLTW high school course availability.Several observations can be made from the 10 question survey results. First, of the 120 surveyparticipants, 87.4% are currently S&T students. The survey respondents include 75.8% malesand 24.2% females. Second, from Question 5, survey participants who expressed having taken atleast

Collection

2015 ASEE Zone 3 Conference

Authors

Heather McCain

weighting indicate the required content and the focus. The levels of performance and theassociated descriptors provide further detail of what is required to meet and exceed expectations.Making the rubric available early to students in the assessment process allows time for them toconsider and reflect upon what is required based on factors such as time given, resources andtheir aptitude. The weighting of criteria and the levels of achievement allow students to plan theirworkload appropriately.Rubrics assist accountability by providing a measure to which works are compared. By creatingan object that serves as an example of quality and using a scale from poor to excellent, all thestakeholders are able to make decisions based on a standard.14 According

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2015 ASEE Zone 3 Conference

Authors

Jing Pang

this stimulate them more for activelearning about logic design. Figure 6. FPGA design of character display on seven-segment display deviceStudents can be further challenged to design all seven segment outputs with particular number ofAND, NAND, NOR, and NOT logic chip resources on breadboards defined by the instructor.They have to work hard to manage the logic conversions necessary for all segment outputs to fitinto the hardware resource requirement. Both Multisim and FPGA device can be used to verifythe design schematics before they build the final hardware circuit on breadboards. This givesstudents opportunities to apply and reflect on what is being learned about Boolean algebra. Suchtype of laboratory exercise will stimulate

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2015 ASEE Zone 3 Conference

Authors

John Mirth; Andrew Findley

, Conference Proceedings, 2012, 119th ASEE Annual Conference and Exposition, June 10-13, 2012. [Online]. Available: http://www.asee.org/public/conferences/8/papers/5064/view. Retrieved April 25, 201512. Sochacka, N., Guyotte K., Walther, J., Kellam, N., “Faculty reflections on a STEAM-inspired interdisciplinary studio course,” ASEE Annual Conference and Exposition, Conference Proceedings, 2013, 120th ASEE Annual Conference and Exposition, June 23-26, 2013. [Online]. Available: http://www.asee.org/public/conferences/20/papers/6555/view. Retrieved April 25, 201513. Marshall, John J., “Learning Outcomes from an Art-Engineering Co-curricular Course,” ASEE Annual Conference and Exposition, Conference Proceedings

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2015 ASEE Zone 3 Conference

Authors

Steve E. Watkins

members while avoiding extraneous issues to the profession. As a specific statement, 2 © American Society for Engineering Education, 2015 2015 ASEE Zone III Conference (Gulf Southwest – Midwest – North Midwest Sections)it should be useful for supporting specific ethical behavior. Obligations beyond self-interestshould be reflected and should include the interests of employers, customers, peers, and thepublic. 3 © American Society for Engineering

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2015 ASEE Zone 3 Conference

Authors

Mary Anderson-Rowland

, orrefugees, and had unmet financial need as determined by FAFSA. The graduate students satisfiedthe same requirements and all of them had graduated through either an S-STEM or a STEPprogram. The programs have an emphasis on females and underrepresented minority students:60% of the scholarships went to females and underrepresented minority students, mostlyHispanic/Latino students, which reflects the Arizona population of 30% Hispanic.2A general argument for the value of the scholarships is that student taking the course will do wellon the assignments (will do the things they need to do to be successful) because they want tohave their scholarship renewed at the end of the semester. The scholarship draws students toapply and then with the success class

Collection

2015 ASEE Zone 3 Conference

Authors

Sarah Jurak; Emil Jurak; Ramazan Asmatulu

Research Act which was passed in 1974 createdthe National Commission for the Protection of Human Subjects of Biomedical and BehavioralResearch. The commission would regulate research conducted by the then Department of HealthEducation and Welfare (HEW) and identify basic ethical principles to protect human subjects inresearch. The Belmont Report summarizes the ethical principles developed by the commissionwhich are Respect for Persons, Beneficence, and Justice which should be applied with respect tothe requirements of Informed Consent, Assessment of Risk and Benefits, and Selection ofSubjects. 12In 1981 the Department of Health and Human Services (HHS) and the Food and DrugAdministration (FDA) revised their regulations to reflect the