Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, 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 CAREER award to explore the use of e- portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

methods research, and innovative approaches to teaching. Currently, she teaches within the first-year engineering program at Ohio State while maintaining an active engineering education research program.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

may also travel abroad todeliver a designed product or solution.3 The projects undertaken by engineering students in thesecourses and programs are highly influenced by the context in which they are situated. Further,the success or failure of these projects relies in part on whether or not engineers substitute thetypical technical rationality approach to problem solving for one in which they continuouslyconduct a “reflective conversation with the situation” (p. 76).4However, engineering students and educators often lack the training and the support to approachthe sociocultural aspects of their design work5, and many projects fail, doing more harm thangood to partnering communities. Engineers Without Borders (EWB) Canada is one of the

Conference Session

International Division Technical Session 9

Collection

2014 ASEE Annual Conference & Exposition

Authors

Svetlana Levonisova, University of Southern California; Shaobo Huang, University of Southern California; Scott C Streiner, University of Pittsburgh; Sydnie Cunningham Cunningham, The University of Tulsa; Gisele Ragusa, University of Southern California; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly

Tagged Divisions

International

,education.1 Technical skills are no longer sufficient to be prepared as a professional engineer.Twenty-first-century engineers must also now possess well-honed communication skills and thedisposition to fully engage and participate in global workforces. The necessity for engineers towork across cultures and disciplines has been increasingly spotlighted by engineeringprofessional and educational communities as reflected in recent national reports, conferences,and publications.2 The American Society of Mechanical Engineers brought to light acontemporary reality: “The economics of nations are becoming increasingly interconnected. Information technology and knowledge cross borders through international telecommunications and online

Conference Session

STEM and ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jose Marcio Luna, University of New Mexico; Timothy L Schroeder, University of New Mexico; Gregory L. Heileman, University of New Mexico; Chaouki T Abdallah, The University of New Mexico ; Jorge Crichigno, Northern New Mexico College; Ivan Lopez Hurtado, Northern New Mexico College; Alfredo J. Perez, Northern New Mexico College

Tagged Divisions

Electrical and Computer

, instructors of record, SIs and TAs report issuesassociated with the online platform. Tech.Questn: Messages where students, SIs or TAs ask technical questions aboutsolutions of homework, laboratory, quiz or assessments. Undergrd.Advismnt: Messages where students discuss about their future career plansbased on their individual professional interests.B. Assessment of MessagesNext, we describe the parameters used to grade the quality of the communications with the TAs.The grades and their description are given below. Successful: Grade assigned when the communications reflect that the main objective wascarried out as required. Apparently Successful: Grade assigned when the communications reflect that the actionof the TAs and

Conference Session

Civil Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Civil Engineering

textual resources (textbooks, course notes, and referential texts used inpractice) provide a means to compare the use of inscriptions across academic and workplacesettings. Past research and theoretical work point toward a connection between situated learningand visual representations, noting its role in providing social and material context to learning.This study adds to this literature by investigating the current use of inscriptions regarding aspecific concept (sight distance) utilized within transportation engineering education. Contentanalysis is utilized as a methodology in order to explore two issues regarding inscriptions:relative importance (as reflected by prevalence) of inscriptions within two different settings(practice and academia

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Wadia-Fascetti, Northeastern University; Jan Rinehart, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Women in Engineering

information so participants know where to go for more tactical information when needed. II. Leadership Forums are platforms where experienced center directors and university leaders reflect and share experiences. Men and women center directors from both within and outside Northeastern reflect and share their personal experiences and the key ingredients they believe led to their success. The format encourages discussion and faculty members are encouraged to ask the leaders about their experience related to the workshop topics. One outcome from these leadership forums is the recognition of different leadership styles reinforced through discussions in the Toolkit

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Imelda Olague-Caballero, New Mexico State University; Delia J. Valles-Rosales, New Mexico State University

Tagged Divisions

Industrial Engineering

).because there is a mismatch of engineering programs and the demands of current professionalengineering practice (Sheppard, Macatangay, Colby, & Sullivan, 2008).Serious concerns are being raised about Institutions of Higher education’s efficacy to preparestudents to integrate their technical knowledge with real world problems. Institutions of Highereducation (IHE) need to reflect on their responsibility to offer quality education learningexperiences that link the knowledge learned in the classroom and the competencies required forthe workplace. For instance, Andrews and Higson (2004) pointed that most universities aroundthe world are being questioned about their ability to graduate engineers able to meet the needs ofemployers related to social

Conference Session

K-12 and Pre-college Engineering: Research on Teachers' Perceptions, Attitudes and Impacts of Teacher PD

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Jonathan D Hertel, Engineering is Elementary, Museum of Science, Boston; Muhammad Faiz Shams, Museum of Science - EiE; Chris San Antonio, Museum of Science, Boston; Christine M Cunningham, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

supported by the National Science Foundation under Grant No.1220305. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the National Page 24.1188.2Science Foundation.IntroductionWith the new Next Generation Science Standards (NGSS) [1], elementary teachers are called forthe first time to teach engineering to their students. For the teachers themselves, as well as thoseworking to provide curriculum and professional development to elementary school teachers inengineering, this is both an opportunity and a challenge. Adoption of engineering curricula

Conference Session

Integrating Engineering Economy into Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Heath J. LeBlanc, Ohio Northern University; Bryan O'Neil Boulanger, Ohio Northern University

Tagged Divisions

Engineering Economy

project setup. Section 4 describes the request forproposal (RFP) with the details of what the CE students were expected to produce and how theECE students contributed in the proposal development process. Section 5 provides a descriptionof the engineering economic analysis performed on the proposals upon submission. Section 6outlines the methods of communication used throughout the semester along with the overallschedule of the project assignment. Section 7 takes a step back and examines the overall courseoutcomes with respect to the engineering economy course and relates how the project assignmentcovered a subset of those outcomes. Finally, Section 8 gives an overall reflection on the cross-disciplinary, project-based approach employed by the

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Andrew Trivett P.Eng., University of Waterloo

Tagged Divisions

Mechanical Engineering

many activities that follow the 5E’s approach9, and have done so in a traditional coursedelivery structure. The courses have been well-received by students with a range of class sizesfrom as low as 35 to as large as 54 students each semester. Since this is a required course inengineering at University of PEI, the enrolment reflects the variability in annual cohorts.In its original form, the course-work consisted of in-class quizzes on a topic-by-topic basis. Thequizzes made up 40% of the course grade (5 quizzes throughout the term with a “drop thelowest” policy). 10% of the grade was earned by individual solutions of practice problems. Theremaining 50% of the course grades were earned from extensive lab reports from 5 of 6 labsdone through the

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

, or the difference between what studentsindicated were their personal study habits compared to how they would tell a student who caresonly about understanding to study, reflecting on their epistemological beliefs. Elby found thatmost students study differently, focusing on formulas and practice problems rather than onconcepts and real-life examples, than how they would tell someone else who is trying to acquire Page 24.684.4a “deep understanding.”21(pS56) He concludes that “[s]tudents perceive ‘trying to understandphysics deeply’ to be a different activity from ‘pursuing good grades’...” as one result of studentsbelieving rote learning is

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Morgan Irvin, Washington University in St. Louis; Elizabeth Hiteshue, University of Pennsylvania; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Sheldon Hochheiser, IEEE History Center; Michael Geselowitz, Rutgers, the State University of New Jersey

Tagged Divisions

Women in Engineering

. Her work became a major source for her book entitled,“Recoding Gender: Women’s Changing Participation in Computing.” (MIT Press, 2012) and 52oral histories that are now available on the IEEE Global History Network(http://www.ieeeghn.org/wiki/index.php/Oral-History:Women_in_Computing). The transcriptsof these interviews are housed by the IEEE History Center on its IEEE Global History Networksite (http://www.ieeeghn.org) as part of its broader, important oral history collection whichcontains over 575 interviews, approximately 55 of whose subjects are female. The views expressed in this document are those of the authorsand do not reflect the official policy or position of the UnitedStates Air Force, Department of Defense, or the U.S. Government

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

frameworkwere included, reflecting the attributes of complex system design in the projects of interest here.For instance, the high levels of performance on the Stakeholders in Design rubric adapt some ofthe constructs of the higher levels on the Understanding the User scale to encourage students tounderstand and leverage stakeholder considerations without necessarily requiring that they haveinteractions with stakeholders. In addition, the level related to Context was removed to avoidconfounding student understanding of stakeholder considerations with student understanding ofother contextual considerations. Overall, the scoring scale was created to meet the first andfourth objectives of the rubric, i.e., allowing for the evaluation of how students

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Adam R. Carberry, Arizona State University; Monica E. Cardella, Purdue University, West Lafayette; Maria-Isabel Carnasciali, University of New Haven; Shanna R. Daly, University of Michigan; Jenna L. Gorlewicz, Southern Illinois University, Edwardsville; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Morgan M. Hynes, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Nadia N. Kellam, University of Georgia; Micah Lande, Arizona State University, Polytechnic campus; Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach; Dazhi Yang, Boise State University

Tagged Divisions

Continuing Professional Development

American Society for Engineering Education, 2014 The PEER Collaborative: Supporting engineering education research faculty with near-peer mentoring unconference workshopsAbstractThe PEER Collaborative National Network is a national peer mentoring network for early careertenure-track or mid-career tenured faculty who conduct and are primarily evaluated based ontheir research related to engineering education. This paper discusses the development, logistics,and outcomes of two PEER workshops built around a community of practice framework. Datafrom internal and external evaluations are presented to provide insights into aspects that workedwell and aspects that need further development. Additionally, by reflecting on the workshops

Conference Session

Systems Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fazleena Badurdeen, University of Kentucky; Dusan Sekulic, University of Kentucky; Bob Gregory, University of Kentucky College of Engineering; Adam Brown, University of Kentucky; Hai Fu, University of Kentucky

Tagged Divisions

Systems Engineering

science, these foundations must be complemented by skills inprogramming, systems thinking and the ability to use relevant tools. Further, these new engineersmust possess a variety of ‘soft’ skills (i.e. interpersonal and communications skills) as well as agrasp of economics and business acumen.The need for changes in the approaches used to teach future engineers and instill the necessaryKnowledge, Skills and Abilities (KSA) is also emphasized. These KSAs are reflected in thedesired outcomes of STEM education outlined in recent versions of professional accreditationcriteria. For example, seven of the eleven current ABET (Accreditation Board for Engineeringand Technology) criteria for accrediting university engineering programs10 either state or

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, targeted student interviews, classroom observations andinstructor reflection. Preliminary findings described herein will be used to informimplementation of the online learning forum in the Calculus I and II treatment sections, as wellas serve as a baseline condition for comparison with data gathered during the next phase of theproject.Introduction Efforts to graduate more engineering students and to promote their entry into the U.S.workforce as engineers are considered vital to our country’s ability to maintain a position ofglobal leadership, economic prosperity and national security1. Within Science, Technology,Engineering and Mathematics (STEM) education, data suggests that the U.S. is no longerproducing sufficient graduates, in terms of

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

artificial intelligence. The firm was headed up by none other than aformer director of the National Security Agency, Admiral Bobby Ray Inman (Ret.). The proposalaffected the University of Texas directly, since a key commitment that won the bid, beyond the$20 million building erected to house this private corporation, was the promise to upgrade UTAustin’s faculty and research capabilities by opening up 30 new faculty lines, especially in fieldssuch as electrical engineering and microelectronics.40Koen’s own career reflected this turn of events at UT Austin. While Koen was tenured early, injust three years, it took him longer to attain the rank of Full Professor. This was partly because oftime spent away from UT Austin—Koen spent several years at the

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

(connectsexplication to illumination), the Communication loop (connects creative synthesis toexplication), and the Rossman loop (connects creative synthesis to explication, illumination,through the validation process to incubation, or immersion to lead to perfection of product).Using this model, the author attempts to answer two questions: 1) “what is the experience ofcreating a mathematical model of a natural phenomenon?” 2) “What role do feelings play in thecreative process?” (p. 286).Shaw examined his and 11 other scientists and engineers’ experiences through an interviewprocess to understand the experience of creating an invention. Prior to the interview, he gave the11 (all male) scientists and engineers a week to reflect on a question: what is the

Conference Session

BOK2 - Influencing Changes to the ABET Civil Engineering Program Criteria and Civil Engineering Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

/accreditation committees and ASEE’s Civil Engineering Division. Page 24.931.1 c American Society for Engineering Education, 2014 New Civil Engineering Program Criteria: How the Sausage is Being MadeAbstractThe American Society of Civil Engineers organized the Civil Engineering Program Criteria TaskCommittee in October 2012 whose charge is to determine if the current ABET Civil EngineeringProgram Criteria (CEPC) should be changed to reflect one or more of the 24 outcomes of thesecond edition of the Civil Engineering Body of Knowledge published in 2008. After over a yearof conference calls and face to

Conference Session

Systems Engineering Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mario Simoni, Rose-Hulman Institute of Technology; William D. Schindel, ICTT System Sciences; Xiaoyan Mu, Rose-Hulman Institute of Technology; Dan Moore, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology

Tagged Divisions

Systems Engineering

Page 24.990.2 then formulate a plan for solving those pieces,  is equally applicable and useful to a wide variety of projects,  provides assessment tools that are an integral part of the process,  provides opportunities for students to reflect on the usefulness of the process,  is easily learned by faculty who haven’t previously taught the course and don’t have a lot of design experience,  minimizes the overhead to faculty in terms of working with the teams and assessing their progress,  and minimizes the additional workload on the students.In the past, the course structure depended on the experiences of the faculty supervisors andvaried from project to project. This variability and lack of

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

both were chosen because they were good collaborators.Figure 2 illustrates the institutional diversity of our participants, using “size of institution” as aproxy measure. There were participants from small- and mid-sized public and privateuniversities, as well as from very large public universities. The majority of our participants camefrom institutions with between 10,000 and 20,000 students, potentially reflecting the distributionof engineering faculty and students more generally. Page 24.1359.3Figure 1. Locations of home institutions for Circuits VCP participants. University Enrollment 7

Conference Session

Systems Engineering Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Radu F. Babiceanu, Embry-Riddle Aeronautical University

Tagged Divisions

Systems Engineering

participation inconstructive discussions.3.4 Software and Systems Requirements Engineering Course Assignments. As with all otherengineering course offerings, if the instructor wants to successfully achieve the course learningoutcomes, the course must include more than traditional lectures. The students must be able toinvolve themselves in new experiences, in this case by working on complete requirementsengineering projects. This approach, depicted in Fig. 1, is called in the literature experientiallearning, and includes the students’ experience, their skills to observe and reflect on theexperiences, their abilities to learn from the experience, and their proficiency to try out thelearned facts[12]. A similar pedagogical approach was identified by the

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chris Plouff, Grand Valley State University; Nael Barakat, Grand Valley State University

Tagged Divisions

Cooperative & Experiential Education

student learning outcome.  Senior exit surveys are conducted for the graduating seniors each summer. In the survey, Page 24.69.7 seniors are asked about the engineering ethics instruction as part of the curriculum.Ethics Outcomes Assessment Results and DiscussionThe following results related to engineering ethics education for the years 2012 and 2013 aresummarized and discussed: 1) co-op preparatory course outcomes, 2) co-op semester onlinemodules outcomes, 3) employer assessments of co-op students, and 4) senior exit survey results.The papers written in the co-op preparatory course reflecting on the ethics case studies weresummarized and

Conference Session

Learning and Assessment in ME

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sriram Sundararajan, Iowa State University

Tagged Divisions

Mechanical Engineering

Student Outcome 11 ME 4XX outcomesFigure 3: The relationship between course outcomes (far right), student outcomes (center) and program educational objectives.Mapping course outcomes to student outcomesAccordingly the first task was to engage the faculty in mapping each course outcome to studentoutcomes. The oversight team tasked each CDC to establish a set of course outcomes that reflectthe most important topics to be covered by the class, irrespective of who would teach them.Faculty could then additional course outcomes as necessary to reflect personal

Conference Session

Understanding our Students & Ethical Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elizabeth A. McBride-Pluskwik, Iron Range Engineering, a program of Minnesota State University, Mankato; Puteri S. Megat Hamari, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

integrated ethics instruction as part of their professionalismcompetency that they participate in every week. An ethical scenario is introduced by a facultymentor to the student group for discussion and reflection. This scenario is either a situationwhich they may encounter in their college or young adult lives, or an ethical situation arisingfrom the team’s semester-long project. The faculty believe that this method results in deeperlearning of the implications from decisions that affect real people and real projects.The students debate the moral reasoning of different viewpoints and try to arrive at a conclusionthat is agreed upon by all. However unanimity is not required, and students often draw differentconclusions about the ethical

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Katja N. Spreckelmeyer, Stanford University, Dept. of Psychology; Jacob Hershfield; Max Hershfield, Stanford University; Carolyn McEachern, Stanford University; Martin Steinert, NTNU (Norwegian University of Science and Technology); Larry Leifer, Stanford University, Center for Design Research

Tagged Divisions

Design in Engineering Education

problemand/or may be difficult to implement as part of the current structure.The Efficiency (E) sub-factor reflects an individual’s preferred methods or tactics for managingideas and solving problems. For example, the more adaptive prefer to define problems and theirsolutions carefully, paying closer attention to details while searching methodically for relevantinformation. They also tend to be more organized and meticulous in their operations. In contrast,the more innovative often loosen and/or reframe the definition of a problem before they begin toresolve it, paying less attention to detail and taking a seemingly casual and less careful approachas they search for and carry out their solutions.The Rule/Group Conformity (R/G) sub-factor reflects

Conference Session

Innovations in Pedagogy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Casey Jane Ankeny PhD, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Biomedical

about the flipped classroom have been observed by other researchersin the statistics setting.3 In our study, some students were interested in having both in-class andabbreviated online lectures as reflected in this student quote “I feel that this is the only one thatwould work in this way. The pencast lectures could be helpful in other classes in addition tonormal lectures.” Also, because the flipped classroom is a new concept, many students may notbe familiar with the format or benefits of this paradigm; however, Mason, et al. showed that overtime students adapted to the format and found the flipped classroom to be effective and Page

Conference Session

Future Career and Professional Success for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jiabin Zhu, Shanghai Jiao Tong University; Qunqun Liu, Shanghai Jiao Tong University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Graduate Studies

allpotential identifiers were substituted with acronyms to protect the students’ identities. Qualitativedata analysis was performed to extract the themes and trends of our data. A brief description ofqualitative data analysis procedures is described as follows.Prior to data analysis, all qualitative data were read and re-read to make a general sense.Researcher kept reflective notes throughout the reading process. Self-authorship theory was usedas the theoretical framework to guide the data analysis process20. Three first-level codes werepre-defined as Epistemological Dimension, Intrapersonal Dimension and InterpersonalDimension. Within the framing of these three first-level codes, open coding procedure was thenperformed throughout the transcripts to

Conference Session

Global Perspective and Experiential Learning in Civil Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

John E. Greenleaf P.E., Quinnipiac University; Emils Stires Schnore, Independent construction professional; Patrick M. Strenk P.E., Golder Associates, Inc.

Tagged Divisions

Civil Engineering

thestudents are prepared to address the tasks and field issues presented them and ensure the studentssafely construct the project. When considering the reciprocity generated between students andDCPs, it is clear this this relationship is not only beneficial, but also something uniquelyprovided by the DCP alone. Domestic construction professionals can serve as a key ingredient,and this strong DCP-student relationship is the foundation for both a strong student-mentorpartnership and a successful project.Modeling Good Professional Practices:Since the service-learning project often serves as a model for the civil engineering andconstruction industries, it is also important that the project realistically reflect these careereventualities. However what is