Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

Tagged Topics

NSF Grantees Poster Session

, de-sign, analyze and prototype parts and products. The actual realization of physical products isdeemed important to the iterative design process – students should not only experience a designand manufacturing process, but also reflect on the physical manifestation of their ideas and ulti-mately experientially improve their engineering design abilities. To this end, several inexpensivekit-based CNC machines were compared on the basis of cost per working area/volume, machin-ing capability and simplicity of use5,6. The following two CNC platforms were selected for themechanical component in the initial deployment:• Inventables Shapeoko II: The Shapeoko II is a kit-based, hobbyist CNC machine designed by Edward Ford and distributed by

Conference Session

Engineering Management Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ali Hilal-Alnaqbi , United Arab Emirates University; Sangarappillai Sivaloganathan, United Arab Emirates University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

courses in the MEM, chosen case studiesand their analyses and presentations and engagement in a team project. Out of thesethe first two were assessed on a formative basis. The team project and submitted caseanalysis were assessed on a summative basis. A table showing sample projects ispresented. Feedback obtained from a sample of the two past student cohorts indicatesthe effectiveness of the method.1 Introduction Capstones are integrative learning experiences near the end of a curriculum thatenhance student learning through reflection, application, and synthesis of previouslygained knowledge and skills throughout the program [1]. These gained knowledgeand skills allow the students to make valuable connections between theory they havelearnt and

Conference Session

New Engineering Educators Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani I. Plett, Seattle Pacific University; Nanette M. Veilleux, Simmons College; Mee Joo Kim, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

26.822.9and computer science students?To address this question, quantitative survey data were analyzed first. The survey findingsshowed that students were most frequently “active or very active” in laboratory groups andinformal study groups and least frequently active in study abroad programs, activities sponsoredby the home college, and women/minority organizations (Table 3). More frequent and activeparticipation in lab groups and informal study groups reflects overall the emphasis and prioritythat engineering students place on their studies,19 while on the other end of the spectrum, theinfrequent participation in study abroad programs is consistent with generally low participationin such programs by engineers nationally,20 and may also be a result

Conference Session

BIM in Architectural Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christopher Monson, University of Washington; Hoda - Homayouni, University of Washington; Carrie S Dossick, University of Washington; Anne K Anderson, Washington State University

Tagged Divisions

Architectural

were lost in the busy work of figuring out what button to click next in thetutorial sequence.Seeing that the sequence of tutorials and homework was proving to be problematic, the “flip theclassroom” movement offered a potential to improve the instructional design of the lab portion ofthe course. The flip the classroom philosophy has students watch lectures at home and then doactive exercises during class time where faculty expertise can be leveraged to help guide studentsthrough problems or offer reflective critique of their work in progress. This instructional methodcaptured our attention as a means of improving the BIM labs and moving away from the in-classtutorial-based lab sessions. We would flip the labs: have the students do the

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

of three versions of a survey, each in adifferent language, with three different cultural groups.6 Thematic analysis was used to identifyconceptual, contextual, and semantic issues with the survey implementation with samples fromthe three distinct cultural groups. These findings were evaluated holistically with quantitativefactor analysis and item analysis to evaluate and improve specific survey items.Another approach was identified by Onwuegbuzie, Bustamante, and Nelson.7 In their ten-stepInstrument Development and Construct Validation framework, they discussed a number ofapproaches to writing survey items (e.g. literature review, Delphi study, personal reflection).These authors utilized both quantitative and qualitative data to validate

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi P.E., Cabrillo College; Kate A. Disney, Mission College & Cabrillo College; Natalia Cordoba-Velasquez, Cabrillo College; Brandon Faria, Cabrillo College; Sarah E. Kalman, Cabrillo College; Patrick Mojica, Cabrillo College; Jose Horacio Jimenez, Cabrillo College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

system in order to provide the village of Vuelta Grande withpotable water. The two-week abroad experience in Guatemala, between the fall and springsemesters, consisted of working with the adult leaders of the village to design, procure material,build, and test the rainwater catchment-filter system. During the Spring 2014 semester followingthe experience weekly culmination meetings allowed the students to reflect and document theirexperience in a series of presentations to the college and the local professional community. Thestudent delegates conducted a self-assessment survey in which they rated their growth beforeand after the abroad experience in six relevant constructs related to their professional andpersonal growth. The instrument was based

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Sarah Anne Blackowski; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Timothy A Wilson, Embry-Riddle Aeronautical Univ., Daytona Beach; Douglas Holton, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

a means for pre-service elementary teachers tolearn how to make connections between science and engineering concepts. In the present study,the emphasis will be on understanding the connections through the developed and implementedinstructional strategies and teacher reflections on the experiences during the elementary sciencemethods course. The following questions guide this study:  How does the collaboration between engineering students and pre-service teachers impact the subject matter knowledge needed to design and implement instruction for science and engineering?  What are the affordances and constraints that pre-service teachers’ identify as impacting the process of designing and implementing

Conference Session

ECCD Innovative Teaching Methods & Outreach

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul J. Weber, Lake Superior State University; Joseph P Moening, Lake Superior State University

Tagged Topics

Diversity

Tagged Divisions

Energy Conversion and Conservation

understanding involved the creation of concept maps(cmaps). A concept map is a technique of graphically organizing information to show howvarious items are related to each other. There has been significant research into the creation ofconcept maps as well as their use in assessing student learning [5], [6], [7]. Concept maps havealso been used to assess student learning in the specific area of sustainability [8], [9], [10].For one of the sustainability problems on the final exam, the students were asked to describe theinteraction between the earth and the sun. Specifically, they were instructed to use only four tofive sentences and to include the following terms: {reflect, absorb, atmosphere, surface,greenhouse gas, radiation, ultraviolet (UV) light

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

been found in related work.Background and Theoretical FrameworkIn his social cognitive theory, psychologist Albert Bandura put forth a framework of humanfunctioning that accorded a central role to individuals as determinants of the course of their ownlives. This perspective countered dominant behavioristic theories, which viewed human behavioras the product of external stimuli and reinforcements. According to Bandura, the capacity to planahead, to reflect, and to self-regulate enables humans to exercise a large degree of control overtheir environments and behavior. People originate thoughts, ideas, and actions, all of which makethem agents in their own lives. Central to human agency is a belief that one can bring about theoutcomes one is

Conference Session

Civil Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald D. Carpenter, Lawrence Technological University; Janel Sutkus, Carnegie Mellon University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University; Rod Harris; Matthew L. Cole, Lawrence Technological University

Tagged Divisions

Civil Engineering

the movie followedby discussion of various elements of corruption and unethical behavior portrayed in the movie.Students are assigned specific topics to reflect and write about and then lead an in-classdiscussion based on the findings. The video is streamed for repeated viewing through the securecourse Blackboard site and the students complete a fairly lengthy discussion memo submittedonline prior to the course meeting.Civil Engineering Profession and LicensureCivil engineers must focus on becoming experts in their field and exercise their leadershipabilities to benefit themselves, their families and society as a whole. To reinforce our role as aprofessional, students are asked to interview a civil/construction engineer with a PE license

Conference Session

Pipeline and Performance in BME Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Lucy L. Pick, University of Washington; Alyssa Catherine Taylor, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical

activities, demonstrations, and labtours. This instructor model allowed continuity for the students while bringing in experts for thevarious modules.Program LogisticsThe one-week camp was held from 9:00 am to 4:00 pm Monday through Friday on the UWcampus. Each day was divided into morning and afternoon sessions of approximately 2.5 hours.At the end of the day, the students reflected on what they learned and participated in small groupdiscussions. A brief schedule of the program is shown in Table 1.Throughout the camp, students were exposed to “college life” at UW. During the 1.5-hour lunchbreak, students and camp staff walked through campus to the student center and purchased lunchwith UW meal cards provided by the camp. Students were encouraged to

Conference Session

Shaping the Future: Structured Mentoring for Today's Diverse Engineering Student Populations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Alyce Wilson, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Deonte Cooper, Bulls-Eye

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

development. Reflection and reciprocity are keyconcepts of service-learning” (p. 5). This reference also comes from a field outside of STEM, and acknowledges student engagementin activities to address human needs, while listing reciprocity as a key component. Furthermore, acknowledging the reference ofexperiential learning and its connection to John Dewey13, Paulo Freire, and social justice/change8,32,14,43, which further contribute tothe human aspect that is embedded in service learning9. These components directly connect to support of underrepresented studentpopulations, and need to be highlighted in STEM service-learning programs in order to alter current concerns as it relates to retainingthese student populations. The service-learning

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scores of each of the five constructs (e.g., CONTENT, QUES,etc.) each reside near the midpoint of the scale, to avoid construct measures that are not overlyskewed. The second parameter, validity, takes many forms, but they each indicate, in differentways, the degree to which the instrument accurately measured the intended underlying construct.Content validity for this survey is exhibited by showing that this instrument reflects all of thedimensions of interest described by the FPMID, including: independent content engagement(CONTENT), independent questioning (QUES), positive feelings (FEEL), use of feedback(FEED), and perseverance (PERSEVERE). As a way to establish construct validity, we examinethe degree to which all items on the FIDES

Conference Session

International Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Svetlana V. Levonisova, University of Southern California; Rachel E. Savage, University of Tulsa; Scott Charles Streiner, University of Pittsburgh; Erin J. McCave, Clemson University; Gisele Ragusa, University of Southern California; Cheryl Matherly; Lisa Benson, Clemson University; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

International

with increasedglobal preparedness. Further, students’ performance on the instruments was found to becorrelated with particular programmatic elements of the experiences such as duration of studyabroad, the number of non-engineering courses students took with global foci, number of timestraveled abroad, and the amount of student reflection that occurred during or after travellingabroad. The study broadens the knowledge base about contextual factors associated withengineering global preparedness.IntroductionThe engineering workplace is becoming increasingly multinational because of technologicaladvances and global economic integration. Companies now seek graduates who are able towork in multinational teams that may cross temporal, geographical

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

tool.Presenting the results A discussion of what was found from the literature search and subsequent review ispresented based specifically on how previous work done answers the research questions andwhat future recommendations can be made. The patterns reflected in the data were also discussedto show how the conclusions made from the review are warranted. This paper concludes with adiscussion about gap in the literature that the review uncovered and suggestions for future workor directions.Findings At the first stage of data extraction of the 12 selected studies, eight were found to haveprimarily qualitatively collected data while the other four were quantitative. There were fivecases of the activity being implemented in lecture classes

Conference Session

Student and Other Views on Engineering Leadership

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yazmin Montoya, LEAD; Aaron Eduardo Pacheco Rimada, University of Texas, El Paso; Erwin Ignacio Delgado, Univerity of Texas, El Paso ; Isaiah Nathaniel Webb; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Engineering Leadership Development Division

atmosphere of reflection and individual feedback that formsthe foundation for continuous improvement. Capacity is the various applications of one’s knowledge and the roles it enables one totake on. This is primarily developed in the classroom, first, by encouraging students andproviding them with diverse opportunities to contribute to extracurricular efforts, form part ofdiverse communities, or organizations. Secondly, classes teach students on the importance ofidentifying and assigning distinct roles within projects and team efforts. Students learn about allof the parts and roles required in the process of taking ideas to realities and producing a desiredoutcome. Students are presented with multiple opportunities to develop skills that

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Dia Sekayi, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

participants to educational theory and mentored teaching practice.The intermediate level certificate is achieved upon completion of a course on fundamentaleducation theory (PSPFC 1001) and a mentored teaching practicum (PSPFC 1002): • PSPFC 1001 introduces graduate students to principles of learner-centered teaching and provides opportunities for students to design lesson plans, practice implementing those lesson plans through micro-teaching sessions, self-reflect on those experiences, and give Page 26.741.4 and receive peer feedback. The course size commonly ranges from 16 to 20 students. • For PSPFC 1002, students

Conference Session

Evaluation: Exploring the Impact of Programs for K-12 Teachers.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

andimplement engineering design challenge modules. The key to the program’s success areresource coaches, engineers and master teachers, who guide the teachers through the process ofcreating and implementing lessons incorporating engineering design activities and provideinvaluable feedback as teachers reflect on their own practice. Program evaluation focuses on teacher change in instructional practices, student growth incontent knowledge, and student engagement. By participating in engineering courses andpedagogy workshops, creating and implementing modules incorporating engineering designchallenges unique to their course content, and receiving continual support and guidance from aresource team of engineers and master educators, teachers report

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Juan C. Lucena, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

, become inherently about social justice.Interestingly, this separation of institutional locations where engineering science and research areallowed to live (and not to live) is reflected in NSF’s Research Experiences for Undergraduates(REU) program. Of the 640 REU sites currently listed, only 4 include community colleges(nsf.gov).The processes and people involved in this definition also influenced what went in theengineering curriculum and what stayed out. For example, Rolston and Cox argue that by takingthe “mind out of the shop” and into the university, engineering educators throughout the 20thcentury recreated a class division with significant social justice dimensions: “The shift in focus of engineering training from the job

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D. Beddoes, Oregon State University; Corey T. Schimpf, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

’, ormeeting others’ needs. She did not feel there was anyone in her department she could go tofor help or support. It was not an isolated experience.This story was told to other female faculty members as part of a series of ‘storytellingcircles,’ which were organized in order to gain insight into the careers and experiences offemale faculty members in science and engineering fields. While many stories told during thegroup interviews reflected a lack of consideration for family-related responsibilities, the oneabove reveals clearly the influence of a department head. It reveals a significant lack ofconsideration for the participant immediately after she gave birth to her child.Time and again, we heard stories detailing the ways in which department

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Timothy J. Garrison, York College of Pennsylvania

Tagged Divisions

Engineering Physics & Physics

further disjointed since the laboratory instructor was not completely “in tune” with what was discussed each day in class. b) The setup and tear down of the lab equipment took up a significant amount of time and the students gained very little insight from those processes. c) During the lab the students suffered from “cookbook syndrome”. It seemed that they were preoccupied with the rote following of instructions rather than intellectual thought. Students would not pause prior to an experiment to predict what might happen nor would they reflect on their results. It was not uncommon to see students collect nonsensical results, write them down, and move on without sensing that something was wrong. d) The primary

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Benjamin Emery Mertz, Arizona State University; Haolin Zhu, Arizona State University; Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

into a document for submission along withthe final deliverable the team produced. This served to hold individuals accountable within theteam and helped instructors work the team through team issues, should they arise. In addition,two peer evaluations are used to assess individual performance and contribution in teamworkusing CATME SMARTER Teamwork16-17.Engineering Design ProcessThe engineering design process is introduced early in the course. Before the design process isintroduced, students are asked to reflect on their own design experience and discuss the designprocess used by professionals in a discussion board. Then the design process and various designtools (such as brainstorming techniques, concept combination tables, and decision

Conference Session

Innovation in Engineering Leadership Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Jennifer Karlin, South Dakota School of Mines and Technology; Ronald R. Ulseth, Iron Range Engineering; Dan Ewert

Tagged Divisions

Engineering Leadership Development Division

students to build on their strengths andovercome their weaknesses as they navigate their education.13A guiding principle for the IRE model is that students own the responsibility for their learning.At the beginning of each project cycle, students identify which outcomes will be addressedduring the project. Working with faculty, they determine which learning modes will be appliedand determine what types of evidence they will need to acquire in order to demonstrate outcomeattainment by the end of the project cycle. Learning activities include planning, resourceidentification, self-directed knowledge acquisition, peer conversation, help-seeking, reflection,and evaluation.15 Each project cycle concludes with the presentation of two reports: a

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO

Tagged Divisions

Multidisciplinary Engineering

how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

phrases in the curricula referring to data or evidence withTAP’s data, and warrants included any reasoning beyond data (e.g., explanation, justification,rationale). The results section of this paper reflects both of these types of argumentationlanguage, the terms of TAP and those used by the teachers.Additionally, this work was guided by the Framework for Implementing Quality K-12Engineering Education31. This framework identifies nine key indicators that define thecharacteristics of K-12 engineering. Figure 1 provides a list of the key indicators and a shortdescription of each. When an element of argumentation was identified to be in an engineering

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

reinforced a meritocracy ideology within the profession. Cech argues that, inorder to accommodate social justice education, that a “cultural space” must be created withinengineering by addressing depoliticization and meritocracy.In a discussion on diversity in engineering, Riley notes that engineering’s lack of significantdiversity may be reflective of fundamental issues within the profession rather than theavailability and use of effective recruitment and retention tools; Lucena [8] has raised this issueas well. Concerns about diversity may at first appear to be political rather than technical innature. Downey et al. [9] has argued that in a global world, engineers need to be able to workwell with people who think differently, and diversity within

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, Center for Engineering Learning and Teaching (CELT)

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

; 5-10 minutes of peer review. The facilitator asked the students to break into groups of approximately four in order to discuss figures. The facilitator presented a series of questions related to the previously-revealed design principle, to guide discussion and ensure that students focused on providing meaningful feedback.4. Repeat discussion, uncovering of new principle, and peer review.5. Reflection for figure designers. The facilitator concluded the workshop by asking figure designers to consider the information they’d gained by discussing their figures with their Page 26.1707.4 peers, and reflect upon how that information

Conference Session

Community Engagement in Engineering Education Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Thomas Pitcher, The University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Peter Golding, University of Texas, El Paso

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

learning/project-based learning experience. Thus, thedecision was made to focus assessment on utilizing a combination of attitudinal as well asreflective student pieces. In fact, many aspects of Problem Based Learning (PBL) are inherent inthis type of project. “While each PBL instructional environment is unique, and therefore merits itsown unique assessment strategy, several alternative assessment techniques seem particularlyappropriate for the PBL learning environment.” 2 Page 26.1758.4 The common assessment pieces of service-based learning and PBL (Problem Based Learning)are specifically structured around the personal reflection pieces

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jess W. Everett, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

First-Year Programs

) guidancedocuments provided by an advising center are important to effective advising.Some recent advances in advising include various uses of the Internet. Online surveys can beused by faculty to identify students in need of advising.8 Surveys can also be used by students toguide reflection that may lead to greater independence and proactive participation in school.Some colleges are using social media, such as Facebook, to improve advising.9 Various Internet-based automatic advising systems have also been used.10,11 The effectiveness of social media isnot certain. A survey of students in undergraduate teacher education programs at the Universityof West Florida indicated a strong preference for learning about deadlines and other schoolinformation through