Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University; James Nelson, Arizona State University

Tagged Divisions

Educational Research and Methods

be achieved. Project-based learning is a growing pedagogy to teach capstone engineeringdesign projects, and spreading to cornerstone and engineering foundation classes. All the moreneeded then, are means and tools to help instructors, students and project coaches manageexpectations. Being able to characterize engineering design projects based on cursory linguisticanalysis can help instructors and students alike to direct activities to improve learning and bemore flexible in considering evaluation of such activities.Further Research: Automated ToolsThis work presents an initial attempt at developing procedures and means to do linguisticanalysis of engineering documentation. Steps should be taken to take the convoluted processesdescribed above

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur C Heinricher, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Richard F. Vaz, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

application of existingknowledge. Each of the projects considered here are viewed (by faculty and students) as in somesense a capstone experience and so the emphasis is on application of knowledge. Every goodproject will, in fact, involve both.All of the alumni in this study graduated from WPI with a Bachelor of Science degree in atraditional discipline of science or engineering between 1974 and 2011. The undergraduateprogram at WPI was completely redesigned in the late 1960’s when a very traditional curriculum Page 23.874.3was replaced with a project-based program which emphasized the students’ ability to applyknowledge in authentic settings. In

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

sample size andsampling strategy are limitations. However, we are not intending to provide generalizable data.Instead, we focus our qualitative efforts to afford transferable findings. Also, more than half ofthe students had previous experience in engineering internships or laboratory research positions.One coach provided feedback to all student teams. This coach has coached over 60 teams in thesame capstone course over several years and has many years of thin films processing experience.The coach has also published research papers and developed courses on the subject.Data Collection & AnalysisData sources include audio recordings and transcripts of student teams, researcher field notes,student work products, and post-project, semi

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

. Page 23.479.1 c American Society for Engineering Education, 2013 Embedding Lifelong Learning in Engineering CoursesAbstractThe main thrust of this paper is presenting an assessment methodology for lifelong learningcompetency. Several assessment tools embedded in a selected set of engineering courses alongwith their assessment methodologies, data analysis and conclusions are presented in thismanuscript. The selected courses are spread over at the sophomore, junior, and senior levels. Thecourses include Engineering Dynamics, Fluid Mechanics, Propulsion Systems, and the SeniorDesign Capstone project. With the exception of the last course, students were assigned a set ofopen-ended problems that involved

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

capstone design experiences are often either (1) having thestudents devote their design to a project of their or the instructor’s choosing or (2) partneringwith industry groups who designate an authentic project for the students1,7. Design is also oftentaught in the first-year of the engineering curriculum as a first-year design experience in order toprovide students with “some flavor of what engineers actually do” and provide an experience“where they [can] learn the basic elements of the design process” (p. 103)1. However, there arealternatives to these traditional practices, such as service-learning courses that partner studentswith community groups where the design focus emanates from the relationship of the studentsand partnering group(s)8,9

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

participants typically spend between 15 and 25 hours to completethe project. More information may be found in Reference 1.ParticipantsStudent participants were from the same cohort in the first term of the senior capstone laboratorysequence at Oregon State University. This class included 27 students majoring in bioengineering,45 students majoring in chemical engineering, and 9 students majoring in environmentalengineering. These students were assembled into 27 three-student teams who all participated inthe virtual laboratory project which was administered between two physical laboratory projects.They had a choice between the three virtual laboratory projects; 15 teams worked on the VirtualCVD Laboratory Project (45 students) and the remainder worked

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

education research and providing educational opportunities on sustainable assessment processes for program continual improve- ment worldwide.Dr. Steven W. Beyerlein, University of Idaho, Moscow Dr. Beyerlein has a Ph.D. from Washington State University and has taught at the University of Idaho since 1987. For the last fifteen years he has been the college coordinator for an interdisciplinary capstone design course that features industry sponsored projects. In 2012, the faculty team responsible for running this course was recognized by the National Academy of Engineering for creating a capstone course that is an example of real world engineering education.Dr. Patrick D. Pedrow P.E., Washington State University Dr

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Bevlee A. Watford, Virginia Tech; Glenda R. Scales, Virginia Tech; Mahnas Jean Mohammadi-Aragh, Virginia Tech; Dakota Farquhar-Caddell, School of Education

Tagged Divisions

Educational Research and Methods

assess these skills among engineeringundergraduates have been limited to senior capstone design courses and an approach thatincludes additional classes or a new curriculum coupled with workshops and training for bothfaculty and students that introduces students to the concept of innovative thinking2, 3, 4. Recent literature describes how these skills can be learned if individuals are providedwith the opportunity to exercise and practice thought processes associated with innovativethinking. For instance, engaging in questioning that challenges commonly known or acceptedbehavior, critically observing processes in order to identify new ways of doing things,networking in order to meet people with different ideas, and having the opportunity

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Educational Research and Methods

of an engineering career, practicing hands-on engineering, acquiring formal and informalknowledge that eases the pathway to retention and graduation, accessing potential employers atnational and international competitions, building a stronger résumé and interview portfolio,interacting with faculty and high level institutional administrators, and potentially using thevehicle as one’s senior capstone project. These benefits accrue as a result of the capital that coremembers are able to invest in TEAM A. That capital is commitment.The students are emphatic in their perceptions of the benefits they receive from their status onTEAM A. Page

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liu Junhua, Singapore University of Technology and Design; Yue Zhang, Singapore University and Technology and Design; Justin Ruths, Singapore University of Technology and Design; Diana Moreno, Singapore University of Technology and Design (SUTD); Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Educational Research and Methods

Innovations in Software Engineering Education: An Experimental Study of Integrating Active Learning and Design-based LearningABSTRACTSignificant advancements have been made in engineering education in recent years. An importantoutcome of these advancements is the integration and extension of fundamental pedagogies as part ofengineering curricula, as well as the need for continued research into the effectiveness of thesepedagogies on students’ learning within engineering knowledge domains. In this paper, we focus on anengineering educational research study in the domain of software engineering. This study considers theimportant research question of the efficacy of traditional lecture-homework-project teaching approachescompared to peer-to

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

the purpose of major advising is to assist the student intheir journey from high school graduate to competent entry-level technical professional. Theexemplar advisor engages in dialogue with the student, providing a perspective of the academicprogram as a process of socialization into the profession, rather than a series of disconnectedcourse requirements.In other words, the advisor’s job is to help the students understand what it means to be anengineer. Rather than relegating the professional issues to the capstone project or the internship,it is the goal of the advisor to facilitate the student’s learning about what is the role of anengineer in society, why is the entire curriculum necessary to produce the kind of engineer theinstitution is

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen Zunkel, Iowa State University; Jason Pontius; Thomas J Brumm, Iowa State University

Tagged Divisions

Educational Research and Methods

common tohave a scaffolding of courses built upon each other, creating a pre-requisite driven critical path ofsequenced courses. As an example, for computer engineering at Iowa State there is currently asix-semester sequence of required pre-requisite courses that starts with students taking anintroductory digital logic course and ends with a two semester senior design capstone experience.In addition, before students can take the introductory digital logic course

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her