Conference Session

Computers in Education (CoED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Fred W DePiero, California Polytechnic State University

Tagged Divisions

Computers in Education

fashion, but hints may be provided for critical steps. Establish TLC as a safe learning environment. Query students on tactics that they may use when tackling a problem, provide feedback on relative merits ofWhat if? methods chosen.Teacher’s Role: Lead students on process of self-discovery Ask students to identify an application of course topics, to reflect on relative merits of a technique, to create an analogy

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Christina Smith, Oregon State University; Bill Jay Brooks, Oregon State University; Talia Sidne Finkelstein, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

. Page 23.561.1 c American Society for Engineering Education, 2013 Examining the Innovation-Decision Process: A Preliminary Study of the AIChE Concept WarehouseIntroductionTransportability is a widespread goal of education materials development. If an educationalinnovation is effective in one environment, many developers want to share it with otherinstructors and institutions to have a larger impact and improve education more broadly.Additionally, funding agencies like the National Science Foundation require a “broader impact”component in all grant proposals.One aspect commonly missing when an innovation is shared is a reflective, evidence-baseddescription of the process as the

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

solve this problem?  How do you use your theoretical principles or laws?  Problem solving  Should you expect to get these answers?  Problem solving  How can you check your answers?  Quick reflections  Based on your self-evaluation, what are your weak  Quick reflections areas?3. Insight into Self-Regulated LearningZimmerman argued that self-regulated learners are “metacognitively, motivationally, andbehaviorally active participants in their own learning process”19, p. 239. It is clear thatmetacognition is a major component of one’s self-regulated learning (SRL) strategies. In thisarticle we used SRL processes to represent the link between metacognition and SRL

Conference Session

Communication, Professional Development, and the Engineering Ambassador Network

Collection

2013 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

Page 23.848.2is open to all students, with or without previous leadership experience. The two-day Academy isan intensive workshop designed by Rose-Hulman faculty and staff to build each participant’sconfidence in their ability to lead, consciousness of various leadership approaches, andconnection to leadership resources and mentors. The curriculum cultivates skills throughlectures, guest speakers, team interactions, team building activities, and assessment through self-reflection. Topics include character development, leadership theories, and personal leadershipdevelopment, with an emphasis throughout on leadership communication.The need for engineers to take leadership roles is clear. These leadership roles are diverse,everything from getting

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Topics

NSF Grantees Poster Session

and curricular materials development in other disciplines.Acknowledgements This material is based upon work supported by the National Science FoundationEngineering Education Program under Grant No. 1055356. Any opinions, findings andconclusions or recommendations expressed in this material are those of the author and donot necessarily reflect the views of the National Science Foundation.Bibliography1. Nrc, ed. How People Learn: Brain, Mind, Experience, and School. ed. J. Bransford, et al. National Academy Press: Washington, D.C. xxiii, 319 p. (1999).2. S. Vosniadou, ed. International Handbook of Conceptual Change. Routledge: New York. (2008).3. B.K. Hofer and P.R. Pintrich, The development of epistemological theories

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rigoberto Chinchilla, Eastern Illinois University

Tagged Divisions

Engineering Ethics

draw the linebetween the need of qualified personnel from the private sector reflected in our curriculumdesign and the need to develop pure critical thinking skills and general abilities in engineeringand technology. More than that, there is no study of how the corporate demands might affect theacademic freedom of our instructors. At what point does teaching based on specific corporatedemands compromise the need to teach general skills that can be used at any company withproper training? How do we know if the skills we are teaching based on corporate demands are Page 23.294.3the set of skills these students will need if they move out of the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin B. Montfort, Washington State University; Cara J Poor P.E., Washington State University

Tagged Topics

NSF Grantees Poster Session

 expressed  in  this  material  are  those  of  the  author  and  do  not  necessarily  reflect  the  views  of  the  National  Science  Foundation.         VI. REFERENCES[1]   Halloun,  I.A.  and  D.  Hestenes,  The  initial  knowledge  state  of  college  physics  students.   American  Journal  of  Physics,  1985.  53(11):  p.  1043-­‐1048.   Page 23.299.4[2]   Schell,  J.W.  and  R.S.  Black,  Situated  Learning:  an  inductive  case  study  of  a   collaborative  learning  experience.  Journal  of  Industrial  Teacher

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Truc T. Ngo, University of San Diego; Susan M Lord, University of San Diego

Tagged Divisions

Educational Research and Methods

how those attitudes may reflect the choice of major.Engineering Students at the University of San DiegoAt many universities, students apply to a specific major, and the admission criteria may changewith the major. Furthermore, enrollments in some majors may be capped. In these cases, highschool performance, or SAT or ACT scores are often used to determine which students areadmitted. Where engineering programs have restricted admissions, this can mean that studentswith high grades and test scores, but modest aspirations to become engineers may be admittedover highly motivated students with lesser academic credentials. While the characteristics ofstudents in the differing programs can be compared, the differences that are identified

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

David K. Ware; David J. Ahlgren, Trinity College; Harvey F. Silverman, Brown University

Tagged Divisions

Engineering Ethics

excited about asserting and defending theirviewpoints during the lecture, and it is not uncommon for students to continue conversationswith the lecturer after the lecture is concluded.The vast majority of classes appear to reflect a spectrum of moral/ethical sophistication amongthe students – ranging from those who have clearly given considerable thought to the generaltopic of ethics, to those for whom the subject of ethics is relatively undeveloped. Such adiversity of familiarity with ethics may be somewhat reflective of ethical awareness among thepopulation at large. There was only one instance of a lecture in which the vast majority ofstudents in the class, as reflected in their discussion comments, clearly exhibited a striking lackof

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

the null hypotheses. Thismixed-methods approach was used to be able to: 1) determine whether certain measures thatcapture aspects of identity were significantly different across variables (e.g., views of self versussuspected views of others), including time (i.e., pre- versus post-teaching) and people (e.g.,classroom versus enrichment teachers); and 2) create more open-ended opportunities forparticipants to reflect on survey responses and to capture the range of perspectives about teacher-of-engineering identities across participants. The first of these goals is the work of quantitativetools like items on the survey used in this study; the second is the work of qualitative items onsurveys and within interviews. The author and a

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patrick A. Tebbe, Minnesota State University, Mankato

Tagged Topics

NSF Grantees Poster Session

Faculty to Student Engagement in Engineering”, Journal of Engineering Education, July 2008. 3. Heller, R., Beil, C., Dam, K., and Haerum B., “Student and Faculty Perceptions of Engagement in Engineering”, Journal of Engineering Education, July 2010. 4. Chang, R., Richardson, J., Banky, G., Coller, B., Jaksa, M., Lindsay, E., and Maier H., “Practitioner Reflections on Engineering Student’s Engagement with e-Learning”, Advances in Engineering Education, Winter 2011. 5. Smith, K., Sheppard, S., Johnson, D., and Johnson, R., “Pedagogies of Engagement: Classroom-Based Practices”, Journal of Engineering Education, January 2005. 6. Bjorklund, S. and Fortenberry, N., “Measuring Student and Faculty Engagement in

Conference Session

Case Studies in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Chingnam Goh, University of Southern Queensland

Tagged Divisions

Entrepreneurship & Engineering Innovation

contribution towards effective innovative solutions and practices in SMEs.This research is an exploration and reflection of the innovation experience of a regionalmicro-manufacturer through embedment of the researcher in a specific micro-manufacturing firm as a case-officer from a regional university. The case studyinvolved learning and discovering the obstacles and barriers for innovation, seeking andproposing ways to reduce them, and improving the overall innovation process withinmicro-manufacturers in regional areas. The firm was founded and owned by anindividual based at the regional township located within a 50km radius fromToowoomba in Queensland, Australia. The operation started off as a commercial flowergrowing business focusing on organic and

Conference Session

FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

training model involves: (1) practice with an activity like a student,(2) exposure to the research-base and/or theoretical underpinnings, (3) practice with interpretingstudent work, and (4) reflective comparison to an expert.16 These four training modelcomponents map to four professional development (PD) phases.Phase 1: Complete the Activity as a Student. Two to four weeks prior to the start of the semester,TAs are provided with the set of documents that the students will see as the MEA unfolds inclass. TAs are asked to solve the MEA individually. Once the TAs create their own solution tothe MEA and post it to the online MEA management system18, they are provided with copies ofthe I-MAP. The TAs are then asked to apply the MEA Rubric to their work

Conference Session

Minority Student Success

Collection

2013 ASEE Annual Conference & Exposition

Authors

Terrell Lamont Strayhorn, Ohio State University; Leroy L. Long III, Ohio State University; Joseph A Kitchen, Ohio State University; Michael Steven Williams, Ohio State University; Meg E. Stentz, Ohio State University

Tagged Divisions

Minorities in Engineering

pool in science andengineering,16 which includes underrepresented populations. In fact, if the talent pool amongunderrepresented minority groups in STEM were more fully developed, the troubling shortage inthe U.S. STEM workforce could be reconciled.16 AAs and LAs are among the fastest growingracial and ethnic groups in the United States, yet they are the most underrepresented in STEMfields.17Engineering has long grappled with diversity; developing a diverse talent pool for theengineering labor force that looks very different from the one that exists today is a major issuefacing higher education.14 Race and gender are two of the most important identity markers inU.S. society and reflect much of the diversity that is needed for the STEM

Conference Session

Capstone Design and Innovations in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

George York, U.S. Air Force Academy; Erlind George Royer, Academy Center for Unmanned Aircraft Systems Research, Department of Electrical and Computer Engineering, USAF Academy, CO; Daniel Harold Harold; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Electrical and Computer

of unmanned systems. Consequently, the sponsor wasinvolved in defining the learning outcomes of the project, which were added to our normalpedagogical outcomes for this capstone engineering design course.1. IntroductionMultidisciplinary senior design capstone projects have been popular at many institutions forseveral years. Multidisciplinary projects are encouraged by the Accreditation Board forEngineering and Technology’s requirements for a “realistic” major design experience,1 with therecognition that projects in industry typically require multi-disciplinary teams. Another recentcapstone trend reflecting life in industry is projects with geographically separated teams. Theseteams can range from multi-university teams in the same country2

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

Page 23.246.2design solicitation. Students are required to develop multiple designs; evaluate trade-offsbetween each design; justify decisions using engineering science calculations; develop computeraided models of the selected design; construct a physical prototype; and test and refine theirdesign prototype. Following testing and refinement, students present their designs during aformal presentation and submit a formal design report.In this paper, we provide an overview of our engineering curriculum, descriptions of the ES,EDP, and CSD modules, and a description of the final course project. We conclude the paperwith data related to course learning outcomes, and a reflection on the lessons learned.Curriculum BackgroundIn order for engineers to

Conference Session

CEED - Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen P Kelley, Northeastern University; Steven Thomas McGonagle, Northeastern University Gordon Engineering Leadership Program

Tagged Divisions

Cooperative & Experiential Education

College of Engineering. Using students work experiences, she instructs students in the development of career portfolios to illus- trate their skills and achievements to potential employers. She also currently serves as a consultant to the Gordon Engineering Leadership Program at Northeastern University where she is writing curriculum to develop and expand students’ leadership skills in the workplace. Karen has presented on a local and national level at the Conference for Industry and Education Collaboration and the American Society of Engineering Education on a variety of topics including, Co-op Reflection, Electronic Portfolios and Cre- ative Job Development. In fall, 2004, Karen was also awarded the Camp Dresser and

Conference Session

Undergraduate Student Issues: Culture

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rosalyn S. Hobson, Virginia Commonwealth University; Cindy Jong, University of Kentucky; Donna Joy Dockery; Mary Hermann, Virginia Commonwealth University; Teresa Jones Carter, Virginia Commonwealth University

Tagged Divisions

Women in Engineering

analyzing interview transcripts also receive training.Second InterviewThe second interview allows participants to describe the details of present experience through anarrative about her current career, including what she learns formally and informally throughother people, mentors, or job assignments that influences her STEM career decision-making. Theinterviewer asks the participant to reflect back on the history of her choices by describing theturning points, significant life or job events, and experiences that led to STEM career persistenceor decision to leave. The researchers are attuned to both overt as well as minimally expressedbias and discrimination issues and seek to build rapport in a manner that allows furtherexplication of how these

Conference Session

ABET Accreditation, Assessment and Program Improvement in ECE.

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna L Newman, University at Albany/SUNY; Meghan Morris Deyoe, University at Albany, SUNY

Tagged Divisions

Electrical and Computer

%) watched the online videos prior to the corresponding lab as a way to prepare for theassignment.Overall, more students (53%) perceived that the use of online videos did not make the coursemore difficult than a traditional lecture-based course; however, the majority of students (72%)consistently reported from pre- to post- that they preferred to attend a formal lecture rather thanwatch online videos (see Table 2). Similarly, approximately two-thirds (68%) of the studentsreported that they were not comfortable using the video lectures for learning. These responsessupport students’ self-reported lack of use for transfer or conveyance of new information.Student responses may reflect prior experiential bias (i.e., expectations of STEM contentdelivery

Conference Session

Aerospace Division Technical Session 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Amy Pritchett, Georgia Institute of Technology

Tagged Divisions

Aerospace

educational intervention for a senior capstone course in aircraftdesign at a large, research-intensive university. The intention of this intervention is to providestudents with the opportunity to consider specifically how stakeholder requirements and concernscan be integrated into the design of a fixed wing vehicle. Lab sessions will focus on importantcharacteristics of engineering design, specifically collaboration, negotiation, and communication.The students will also engage in reflective activities to prime them for the lab activities andcontent. These reflective activities include the opportunity for students to consider what designactivities they have been utilizing in their individual design projects. In addition, the students willbe introduced

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Yanning Yu, Northwestern University

Tagged Divisions

Computers in Education

engineering education in the United States remains largelyunexplored.A distinctive feature of knowledge building is that it is idea-centered, a characteristic essential ina knowledge age pedagogy. By focusing on ideas rather than schoolwork and tasks, knowledgebuilding supports the intentional, reflective, and metacognitive engagement required for deeplearning. In a knowledge-building environment the focus of the learning community is oncontinually improving ideas. It begins with a question of understanding that is developed by theparticipants, such as, Why do we need water to survive? Learners are encouraged to generate andpost their ideas about the topic--typically in an asynchronous, online group workspace such asprovided by Knowledge Forum

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

relevance of computing. Nearlyall of the attendees expressed the desire to make the computer science courses more interesting andattractive to potential students, and particularly to girls and under-represented minorities. Basedon these expectations, we developed a workshop theme of “Computer Science is relevant, practical,and fun.” Computer science is relevant for high school students because of the pervasiveness of Page 23.1363.5computing in our world, with computers integrated into everything from cars to communicationdevices to entertainment. The practicality of teaching learning computer science is reflected in thebroad range of learning

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Glen DePalma, Purdue University; Pouneh Eftekhari

Tagged Divisions

Engineering Leadership Development Division

. 5However, in their midterm reflections, the mentors hardly ever talk about mentorship andleadership. One out of 49 participants stated that having the opportunity to be a peermentor has allowed her to grow as a leader. They didn’t use any verbs such as “lead”,“mentor”, “instruct”, or “guide”. Only one peer mentor saw the reflections as anopportunity to continue practicing her strengths as a mentor and to grow in areas. Onlyone mentor stated that being able to work alongside the first-year engineering studentsand to pass on knowledge from the first-year has been a great way to give back to thecommunity and the university. Table 3 displays how the mentors ranked themselves in qualities of being a leader.It presents similar results as those in

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Kristen Strominger, University of Cincinnati - School of Energy, Environmental, Biological and Medical Engineering; Urmila Ghia, University of Cincinnati

Tagged Divisions

First-Year Programs

pre-advising week (7th week ofthe semester) to discuss progress towards degree and to plan their course schedule. Each advisorcompletes an Academic Progress Report Form for student records. Additionally, each STEPstudent is assigned a STEP Mentor to monitor student’s matriculation in the college. Studentsmeet their STEP Mentor at least once every semester and submit a minimum of two courseprogress reports from the instructor for each course taken. The STEP academic advising processis also built around three touch-points to provide all students with key opportunities to develop,review, and act upon a learning plan for degree completion. In the first freshman quarter (nowsemester), the students submit a reflective essay documenting their

Conference Session

Engineering Ethics Division - Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jodi Reeves, National University; Larysa Nadolny, Iowa State University

Tagged Divisions

Engineering Ethics

instructional designers. Survey questionsincluded open-response, yes/no, and 4 and 5 point Likert scale items. The survey results were Page 23.547.4analyzed using descriptive statistics as well as Pearson’s Correlation to indicate relationshipsbetween survey questions and mode of course delivery. We collected additional informationfrom students in the form of a student self-reflection as an extra credit assignment after theactivity was completed and the final report turned in.Results and DiscussionThe students in both courses were overwhelmingly positive about the educational value of thisactivity, with only 10% indicating that the activity was “not

Conference Session

Challenges in Engineering, Models in Professional Programs, Capstone Design and Function Generator for Educational Environment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russel C. Jones, World Expertise LLC; Bethany S. Jones, CQAIE

Tagged Divisions

International

in developing countries often seek some form of US accreditation as a way tohave their own quality recognized. In many cases, these institutions, which are frequentlypioneers in quality assurance in their region, need to be assisted in a developmental modeuntil they are prepared to pass the scrutiny of US accreditation standards.Many well established US specialized/professional accreditation agencies have in recentyears been offering international accreditation evaluations, and status, as appropriate:engineering, business, and teacher education. In each case, the move to offering fullaccreditation abroad has reflected an evolutionary process on the part of the accreditingagency often starting with Memoranda of Understanding (MOUs), then some

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

order to meet growing demands for a competitive Science, Technology, Engineering,and Math (STEM) workforce, education must adapt to reflect the skills necessary to besuccessful in these fields and students must be encouraged to maintain interest in thesedisciplines. Digital fabrication offers the opportunity to bring activities that are more like STEMprofessions to students than traditional classroom instruction. Similarly, the engaging nature ofthese activities may improve student attitudes toward STEM disciplines and increase thelikelihood that students will take advanced STEM coursework and choose STEM careers.Digital fabrication involves creating physical objects from a digital design. Though digitalfabrication has been a mainstay of

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

would it be like to beable to see ‘extra colors’?) What do we use them for? Why does the spectrum of visible light gofrom red to purple? (This discussion could be deepened to include the meaning of wavelengthsfor older students, or this part of the discussion could be cut out for younger students.)2) Next, discuss visible light and how our eyes are able to perceive color: an object reflectscertain light waves, and absorbs others. Our eyes pick up the ones that are being reflected.‘White’ is when all the colors are reflected, and ‘black’ is when all the colors are absorbed. Askthe students which color t-shirt they would rather be wearing on a hot day.3) Lastly, talk about what a spectroscope is: sure, you can see rainbows when you hold the

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin Grimheden, Royal Institute of Technology (KTH)

Tagged Divisions

Design in Engineering Education

student teams gavefeedback to each other and to the faculty. In one exercise, the students answered a number ofquestions related to the entire course and projects, with the intention of capturing importantreflections upon the product development process. The students spent a considerable amountof time to create these responses, and they can be considered reflecting the majority of thestudents within the respective teams (since submitted by the teams).The team’s responses are presented below, arranged per team. Some responses are givenwithout context, as they were also presented orally by the student teams, some comments aretherefore given. In the following, they are therefore presented with the authors’ explanationand analysis.The first team

Conference Session

Basic Concepts in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

and encourages flexible views of problem scoping and conceptual design, with changesin each causing reflection and potential changes in the other. Alex also showed no link betweenProduction and Opportunity, potentially indicating a view of innovation with finite beginningand end states.Ben’s Markov chain diagram demonstrated a more sequential view of the early process stageswith strong return loops for both Opportunity and Prototyping. His diagram also containedfrequent transition for Testing and Production back to Design, indicating frequent iterationduring later stages of the process. The closed loop from Production back to Opportunity mayindicate a more cyclic view of the innovation process