Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose M. Garcia, Purdue University (Statewide Technology); Yury Alexandrovich Kuleshov, Purdue University, West Lafayette; John H. Lumkes

Tagged Divisions

K-12 & Pre-College Engineering

power. He is the advisor of a Global Design Team operating in Bangang, Cameroon, concentrating on affordable, sustainable utility transportation for rural villages in Africa. Page 24.1330.1 c American Society for Engineering Education, 2014USING FLUID POWER WORKSHOPS TO INCREASE STEM INTEREST IN K-12 STUDENTS 1. AbstractThis study addresses the issue of using robotics in K-12 STEM education. The authors appliedintrinsic motivation theory to measure participant perceptions during a series of roboticworkshops for K-12 students at Purdue University. A robotic excavator arm

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Texas A&M

Tagged Divisions

K-12 & Pre-College Engineering

of between 14 to 23students in the following school year.From 2008 to 2011, 157 elementary teachers received engineering TPD for the first time. Amongthem, 145 teachers (92.4%) responded to a survey at the end of their first Summer AcademyTPD program and 97 teachers (61.8% of 157) returned the following year after teachingengineering in their classrooms. Among the returnees, 92 teachers (94.8% of 97) answered thesame survey at the end of their second Summer Academy. Table 1 shows the number ofparticipants and respondents on the survey according to their year and times of attendance, andTable 2 shows demographic information for the 157 teachers.Table 1. Number of Participants of TPD in Engineering by Year First Summer Academy

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

American Society for Engineering Education, 2014 Engineering for Colonial Times (Research to Practice) Strand: Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering-Science ConnectionsIntroductionThe Framework for K-12 Science Education (Framework) 1 and the Next Generation ScienceStandards (NGSS) 2 are grounded in the notion that “children are natural engineers,” and thateducation must involve preparing them to “undertake more complex engineering design projectsrelated to major global, national, or local issues.” 1 In contrast to many of the previous standardsthat list requirements in content areas or steps of an engineering design process (e.g.,Massachusetts State Frameworks 3), the

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott C. Molitor, University of Toledo; Joan N. Kaderavek, University of Toledo; Hoangha Dao, University of Toledo; Nicholas J. Liber; Regina Rotshtein, University of Toledo; Geoff Milewski, The University of Toledo; Charlene M. Czerniak, The University of Toledo

Tagged Divisions

K-12 & Pre-College Engineering

described by the Frameworks and toenhance the ability of students to achieve performance expectations described by the NGSS. TheSCIIENCE instrument consists of four types of measures: 1) binary codes, 2) frequency codes,3) category of inquiry and 4) global ratings. The first two measures, binary and frequency codes,provide a micro-analysis of whether specified teacher behaviors occur during inquiry instruction. Page 24.508.4The last two components, category of inquiry and global ratings, provide an overall evaluation ofthe type and quality of instruction that is provided during inquiry instruction.Binary codesBinary codes are identified as

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

(provide engineering knowledge); generating possibilities of how the students in the video mightbe making sense of the activity (empathize with student perspective); and assessing the students’work and proposing ways for them to proceed (direct student work).Here we present our teaching-noticing matrix (Table 1) which intersects the categories of teacherattention with their envisioned responses to students. This matrix illustrates the interaction ofteacher attention and envisioned response: while teachers’ attention at different moments Page 24.1127.7inevitably influences how they envision themselves responding, their envisioned responses, in

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

activities lead tolively participation from students and the production of rich artifacts seemingly teeming with theapplication of deep STEM concepts, practices, and processes. However, the excitementassociated with these activities does not always translate to accurate measurements of whatstudents are or are not learning. Engineering design-based activities are relatively new in K-12education and the assessments teachers are familiar with from their science or mathematicsteaching are not so great at assessing the complexities introduced with prototype solutions toopen-ended design scenarios.Within the research community, the need for better assessment tools and methods has been well-established [1], and even argued as “our essential new priority

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

effectiveness was assessed for the Fall 2013 semester using three formats: (1) a new civilengineering sustainability literacy questionnaire administered before and after the module, (2)quality of application of the Envision Rating System to the project, and (3) instructor reflection.Results from full assessment in the Fall 2013 semester and partial assessment in the Spring 2014semester indicate the module helped introduce students to basic sustainability concepts andEnvision. However, the assessment suggests a stand-alone course within the civil engineeringcurriculum would promote a much deeper understanding of sustainability concepts, motivatingfactors, and broader applications which are beyond the capability of a single capstone designproject

Conference Session

Evaluation of Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Ph.D, Norwich University; Ashley Ater-Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Patrick D. Pedrow P.E., Washington State University

Tagged Divisions

Engineering Ethics

topics,such as ethics, which are related to the professional practice of engineering. These coursescommonly utilize case studies focusing on ethics as the basis for student discussions.1 Measuringthe student learning resulting from the case study process is often very subjective, difficult toquantify, inconsistent between evaluators, and costly to adminsiter.2,3Proficiency in engineering professional skills, such as ethics, as described in ABET criterion 3 -student outcomes 4, is critical for success in the multidisciplinary, intercultural team interactionsthat characterize 21st century engineering careers. These professional skills may be readilyassessed using a performance assessment that consists of three components: (1) a task that

Conference Session

Teaching and Assessment Methodologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University; Hugh Jack, Grand Valley State University

Tagged Divisions

Manufacturing

through ABET requires regular, on-going input from stakeholders in order todemonstrate continuous improvement and relevance of the curriculum. The accreditation criteria Page 24.1350.2themselves are the subject of continuous review and refinement by the professional bodies(ABET and the SME). The criteria are a combination of several factors8 including statementsspecific to the discipline, and general criteria common to all engineering disciplines9, 10 (listed onthe left side of Table 1). Programs are also encouraged to extend these criteria to suit theirparticular niche and stakeholders. [university] specifically assesses both the manufacturing

Conference Session

Spatial Ability & Visualization Training I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, eGrove Education

Tagged Divisions

Engineering Design Graphics

. Page 24.1351.2Interest in SV skill development stems from the strength of the evidence of its effectiveness.Sorby5 performed studies where incoming engineering students took an SV assessment exam,and those that failed were required to take a one unit course on SV skill development. Anexample SV question from a standardized Purdue SV Assessment Exam typically given tostudents as a pre-test is shown in Figure 1. Acomparison was made between the group thatwas required to take the SV course and thosethat barely passed the exam. The results showedthat the SV course increased retention rates andstudent GPA in math, engineering, and evencomputer science above the performance of thestudents who initially had slightly higher SVscores but did not take

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Lauderdale King, STEM Talent Expansion Program at LSU; Samantha Noelle Fadrigalan; Adrienne Steele, Louisiana State University; Summer Dann , Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Engineering Leadership Development Division

Peer Mentors is to facilitate the transfer ofknowledge and to allow for the change in leadership without a negative change in the culture of Page 24.1352.2the program. The leadership in the program changes once every two years, and this transitionwould remove some of the information that is gained by the students in the peer mentor program.Knowledge is passed from experienced mentors to the younger mentors through training andexperiential learning activities. The implementation of the hierarchical structure of leaders withinthe organization training new mentors is key to the organization’s success. See Figure 1 belowfor a flow chart of the

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ruben Pierre-Antoine, Stanford University; Sheri D. Sheppard, Stanford University; Mark Schar, Stanford University

Tagged Divisions

Mechanics

the course4. A concept map is essentially a mental web of connected terms or topics,where the centermost term is the primary learning focus and lines are used to connect relatedconcepts. This results in a web of interconnected concepts that reflect the way studentsassimilate the new information. The three main questions guiding the study reported here are: 1) How can we decode the variety of ideas and structures that students include in their concept maps? 2) How can we use discoveries from this decoding to make lectures and labs more effective? 3) What improvements can be made to the way students are assigned drawing concept maps to further increase the usefulness of concept maps in capturing their learning? The

Conference Session

Manufacturing Materials and Processes

Collection

2014 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Selin Frances Sirinterlikci, Carnegie Mellon University

Tagged Divisions

Manufacturing

printers are collections of steel rodsand studs connected by FFF bracket designs shown in Figure 2. Mendel Max 1.5 uses atriangular prismatic shape as seen Figure 1 and 3. Stepper motors are used in driving all threeaxes of the printer. While X and Y axis are driven through a timing belt, Z axis is moved by twolead-screws. Just like other newer printers Mendel Max 1.5 utilizes a stepper motor for theextrusion - driving the filament, which is trapped between a splined or knurled shaft and a ballbearing1,2. Gearing is also added to help aid the extrusion process. Figure 1. Mendel Max 1.53Mendel’s controls are handled by Arduino-based Sanguino controller and the extrusion ishandled by a separate Arduino chip

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

, is tainted by prevalent acts that are considered unethical,” adding that it is “tainted byillegal acts”2.As a part of the effort to curb unethical behavior, the mandate of construction related accreditingbodies have instituted requirements for literacy of ethics in the curriculum. The AmericanCouncil for Construction Education (ACCE) requires ethics integration in constructioncurriculum (at least 1 semester hour). The ACCE also states: In addition, oral presentation, business writing, and ethics must be integrated throughout the construction-specific curriculum. Example courses in this division include: Human relations, psychology, sociology, social science, literature, history, philosophy, art, language, political

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

theoretical frameworks from the literature. The nine constructsmeasured by the SASI are intrinsic motivation, academic self-efficacy, expectancy-value, deeplearning approach, surface learning approach, problem solving approach, leadership, teamworkskill, and major indecision, each using a five-point Likert scale (strongly disagree, disagree,neutral, agree, and strongly agree).Table 1 shows characteristics of the SASI, in terms of origins of items, the number of items, andsub-factors of each construct if any. Several studies supported the solid evidence of reliabilityand validity of the SASI9,10. For example, Reid (2009)10 provided validity and reliabilityevidence of each construct measured by the SASI using multiple factor analyses and

Conference Session

New Teaching Methods in Mechanics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Takashi Kawano, Rose-Hulman Institute of Technology; Benson H. Tongue, University of California, Berkeley

Tagged Divisions

Mechanics

. Page 24.1357.3The student survey was conducted at Rose-Hulman Institute of Technology and at the Universityof California, Berkeley during the winter quarter and spring semester, respectively, of the 2012-2013 academic year. Students in our dynamics courses were asked to first watch two screen-captured example problems, each broken into several clips. Sample screenshots from one of thescreen-captured example problems are shown in Figure 1. (a) (b) Figure 1. Snapshots of two clips from the screencast for Example 4.6 used in the study. The first clip (a) contains the introduction screen and the Problem Statement, Goal, Given, Draw, and

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica M. Scolnic, Tufts University Center for Engineering Education and Outreach; Kathleen Spencer, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

all students, including those with LBLD, navigatethe complexities of open-ended engineering projects.IntroductionAccording to IBM’s 2010 survey of over 1500 CEOs, creative thinking will be more importantthan any other trait for today’s students to succeed in an increasing complex world.7 TheAmerican Society of Engineering Education K-12 Center asserts that “engineering is creativity,”and that “problem solving and innovation brings out the best ideas from every student.”8 (pp.1)Engaging in engineering practices not only piques students’ curiosity, captures their interest, andmotivates their study, but also helps them deeply embed knowledge into their personalworldview, empowering them to tackle the major challenges confronting society today

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Lisa Huettel, Duke University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

objectives and an assignment for participants. There were also 5 sessionsduring Fall 2013. Breakout groups within each session promoted interactions among subsets ofthe participants; these were critical for encouraging broad participation, with each breakoutgroup reporting back to the full VCP afterward. Pre-planned topics included (1) Introduction tothe Circuits VCP, (2) Overview of Research-based Instructional Approaches, (3) LearningObjectives and Bloom’s Taxonomy, (4) Student Motivation, (5) Teams, and (6) & (7) Makingthe Classroom More Interactive. The topics for sessions (8) and (9) were developed by our VCPcommunity during preceding weeks: (8) Simulation and Hands-On Learning, Assessing Impact;(9) Great Ideas that Flopped. In addition to

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christopher Lewis Hamon, The University of Texas, Austin; Matthew G. Green, LeTourneau University; Brock Dunlap, University of Texas, Austin; Bradley Adam Camburn, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Design in Engineering Education

. This paper describes the newprototype strategy planning tool, the pilot experiment, and results and conclusions. The veryencouraging pilot results provide a template and strong motivation for conducting a larger scaleexperiment for generic prototyping applications.1 IntroductionAn engineering prototype (physical or virtual) is an initial manifestation of a design concept,either a scale or full-size model of a structure or piece of equipment, which can be used toevaluate performance, form, and/or fit. Prototyping is the process of generating prototype(s),usually between concept generation and design verification stages. Prototypes provide designengineers the opportunity to determine if a concept is technically feasible, optimize

Conference Session

Raise the Bar – Visions for the Future, Bodies of Knowledge, and Accreditation Vicissitudes.

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark William Killgore PE, F.ASCE, D.WRE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

or publications related to the future ofengineering education.1. Millennium Project – Engineering for a Changing World, A Roadmap to the Future of Engineering Practice, Research, and Education2. National Academy of Engineering – The Engineer of 2020, Visions of Engineering in the New Century and Educating the Engineer of 2020: Adapting Engineering Education to the New Century3. 5XME and American Society of Mechanical Engineers –Vision 2028 and Vision 20304. American Society of Civil Engineers – The Vision for Civil Engineering in 2025, Achieving the Vision for Civil Engineering in 2025, A Roadmap for the Profession in 2008 and The 21st-Century Engineer: A Proposal for Engineering Education Reform.Note that the views and opinions

Conference Session

Impact of Community Engagement on Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut (Beirut); Mohamad K. Naja

Tagged Divisions

Community Engagement Division

engineeringcommunity in earthquake risk mitigation and response operations in future earthquake disasters.Keywords: Volunteer programs, Engineering students, Lebanon, Earthquake, Disaster riskmitigationIntroductionIt has been shown from recent earthquake devastations that loss of lives and long term effectscan only be effectively reduced through planned response action programs that engagecommunity trained volunteers led by credible organizations. A case study in the Nishi Suma area( Japan) by R. Shaw and K. Goda 1 pointed out that 60 percent of residents were evacuated bytheir own efforts, and approximately 20 per cent were rescued by neighbor volunteers. This datasignifies the importance of community volunteer in the immediate rescue operation

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Danielle Almetria Smalls, Engineering Education Department at Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

Educational Research and Methods

about the effectiveness of extra-curricularacademic programs and surveys related to educational research. Unfortunately, response ratesare typically low as is the case with surveys in general 1. Low response rates make it challengingto draw meaningful assessment and/or research-based conclusions. Our research focuses onincreasing the likelihood of students responding to surveys and in particular to surveys groundedin real-time data collection methods. Real-time data collection means gathering informationabout experiences within the context of the current situation. This approach is also calledExperience Sampling Methods (ESM) 2. ESM are different than standard interview and surveymethods in that they aim to capture the essence of an experience

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

perceptions and motivations simply remained the same.Second, other perceptions and motivations transformed, but not necessarily in a way that pointedto a transformation in the participants themselves. Finally, there was a group of perceptions andmotivations that showed clear transitions towards self-authorship as a way to think abouttransferring workshop learning back to participants’ home institutions. We present thesefindings in the following tables with discussion.Table 1. Perceptions and motivations that remained the same Workshop start Workshop mid-point I worry about being overwhelmed and My worries have played out; we are time-crunched. overwhelmed and time-crunched, we’re

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark P.E., Aston University

Tagged Divisions

Women in Engineering

Page 24.1367.1 c American Society for Engineering Education, 2014 What do Schoolgirls think of Engineering? A critique of conversations from a participatory research approachAbstractWhilst statistics vary, putting the percentage of women engineers at between 6%[1] and 9% [2]of the UK Engineering workforce, what cannot be disputed is that there is a need to attractmore young women into the profession. Building on previous work which examined whyengineering continues to fail to attract high numbers of young women[3,4] and starting withthe research question “What do High School girls think of engineering as a future career andstudy choice?”, this paper critiques research conducted utilising a

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jon A. Leydens, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Dean Nieusma, Rensselaer Polytechnic Institute

Tagged Divisions

Community Engagement Division

socialand physical structures. --Oosterlaken (p. 8)1  Introducing a technology may create process efficiencies and in turn eliminate jobs. It canlower the cost of goods while promoting waste and consumerism. In playing an essential rolein the process of economic and social development, introducing a new technology mayproduce undesirable and unintended social transformations, involving moral issues such aschild labor, women’s economic participation outside the home, and democracy. --Nichols and Dong (p. 190)2  AbstractDesign for technology, which prevails in engineering design courses, addresses constraintssuch as budget, time and functionality established by a client. Meanwhile, human-centereddesign (HCD) emphasizes users' needs

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

the engineering faculty.IntroductionMany of today’s first year engineering students enter Northeastern University with memorablecommunity service experiences from their hometowns which inspire them to pursue similaropportunities in college. As a result, faculty in the First Year Engineering Program atNortheastern University developed service-oriented design projects (not direct service-learningprojects) as part of a required first-year engineering course that have a similar impact indemonstrating the connection between engineering and the community as experiential service-learning projects do.1 However, the gains associated with a hands-on direct service-learningproject were encouraging enough for faculty in this study to visit a pilot year

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anneliese Watt, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Society for Engineering Education, 2014 What’s in the Soup? Reflections from an Engineer, a Physicist, and an English Professor on an Interdisciplinary Summer Grand Challenge ProgramIntroduction to the Summer Grand Challenge ProgramThree professors with common interests and goals piloted in Summer 2013 a program focused onsolving one of the fourteen Grand Challenges of the 21st Century identified by the NationalAcademy of Engineering (NAE).1 These challenges range from providing energy from fusion toengineering better medicines. The summer program was centered on making solar power cheaperand locally manufacturable in a less developed region. The program purposefully broughttogether humanities, science

Conference Session

Teaching Mechanics of Materials

Collection

2014 ASEE Annual Conference & Exposition

Authors

William E. Howard, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University; Ihab Ragai, East Carolina University

Tagged Divisions

Mechanics

programs, selecting every10th program from an alphabetical list of the accredited programs. By looking at each program’scurriculum and course descriptions as published on the institution’s website, we noted whetherthat program had required classes in machine components, machine kinematics, vibrations/dynamic systems, or finite element analysis. We also looked for any other required class in solidmechanics. The findings of this study are summarized in Table 1. Table 1 Required Classes in ME Program Sample Number of Programs with Course % of Sample Required Class Machine

Conference Session

SD Technical Session: Tricks of the Trade

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martha E. Grady, University of Illinois, Urbana-Champaign; Ryan Christopher Reuer Gergely, University of Illinois at Urbana-Champaign

Tagged Divisions

Student

engineeringcourses and personal examples from the classroom are given.IntroductionEngaging students within the context of lecture-based courses is a key challenge for engineeringfaculty. One of the principles for good practice in undergraduate education is for instructors toencourage active learning.1 Active learning at its core is engaging students into activeparticipation (e.g., discussing, questioning, sharing, doing) rather than passive participation (e.g.,listening).2 Lectures traditionally promote only passive participation and suffer because attentionspans are finite.3 The instructor can, however, incorporate active learning activities into thelecture though few instructors within engineering choose to do so. One unheard voice is that ofteaching

Conference Session

Integrating Engineering & Liberal Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

“evidence based”, these reformist strategies do not resolve the underlying problem of narrowepistemological assumptions about what constitutes valid knowledge. If we limit how knowledgecan be produced in our field, we suffer in both intellectual and practical terms, because how weknow and how we act are indeed interconnected.References 1. The No Child Left Behind Act of 2001. 107th Congress Public Law 110. U.S. Government Printing Office, http://www.gpo.gov/fdsys/pkg/PLAW-107publ110/html/PLAW-107publ110.htm. 2. Cawelti, G. (2006). The Side Effects of NCLB. Educational Leadership, 4(3):4-68. 3. Shank, M. (2000). Striving for educational rigor: Acceptance of masculine privilege. In N. Lesko, Ed. Masculinities at School. Thousand