Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; John Heywood, Trinity CollegeDublin, The University of Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineering education of critical self-reflection andfocusing on problems. This is not surprising because as early as the nineteenth century theUnited States possessed a Society for the Promotion of Engineering Education that hadsponsored the first of these major reflections, and subsequently several more. Socially relevantissues in engineering education (and STEM education more generally) are often identified bynationally distributed reports from blue ribbon panels. In engineering these date back to theMann report of 1918, through the 1923 Wickenden study, the 1940 Hammond Report, the 1955Grinter Report, the Goals of Engineering Education report (1968), Engineering Education andPractice in the United States (1985), The Engineer of 2020 (2004), to

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Penn State University - Erie; Cynthia Bober, Penn State University; Joseph Wilck, United States Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

andmotivation were significantly better than respective predicted values.DisclaimerThe views expressed in this paper are those of the authors and do not necessarily reflect theofficial policy or position of the U.S. Air Force, the U.S. Department of Defense, or the U.S.Government.IntroductionPrevious studies at the Pennsylvania State University found the general driving factors of studentsatisfaction and motivation, which were used to move forward into quantitatively modelingstudent satisfaction and motivation. The models will show the significant factors with thecategories of Instructor Interaction and Feedback, Classroom Environment, and Modes ofTeaching for overall student satisfaction. The significant factors were then implemented into atest

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

voluntary.The pedagogical theoriesThe pedagogical theories supporting the Para didactic Laboratory activities are: i) constructivismas proposed by Jean Piaget; ii) experiential learning according to David Kolb and John Dewey;iii) reflective learning according to Donald Schön and John Dewey. And as support tools: i) thefour stages of competence of Noel Burch; ii) the theory of Flow created by MihalyCsikszentmihalyi.ConstructivismAccording to Jean Piaget for the process of learning to be efficient it must take into account thecurrent stage of cognitive development of the students and create situations that allow them todevelop new cognitive structures to absorb the knowledge and develop the skills andcompetences required at each stage of their learning

Conference Session

Developing Quality Experiences that Retain Diverse Engineering Talent

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University College of Engineering; Gregory D Jones Jr, Temple University; Nadif Bracey, Morgan State University; Keyanoush Sadeghipour, Temple University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

to identify and adopt the individual, college anduniversity level practices most likely to support minority engineering persistence.Context & BackgroundNational leadership and STEM outreach to produce talent for the knowledge economy areat the highest levels, with the President of the United States championing STEMeducation in eight consecutive “State of the Union” addresses (2008-2016). The resulthas been an important resurgence in awareness of STEM careers, particularly inengineering, as reflected in the quadrupling of size of a large public university’s Collegeof Engineering the past 10 years.However in spite of the growth, the college’s struggle to graduate more engineers mirrorslongstanding challenges to reduce attrition, retain and

Conference Session

Curriculum Development in Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Robert R. Klein, Western New England University

Tagged Divisions

Engineering Leadership Development Division

academic levels, reflecting the different‘constituencies’ the engineering students may see in the workplace.The Western New England University football team consists of 125 players, including a largenumber of first-year students who need to be acclimated to the team and its culture. The team isstructured around eight position groups, representing skill-area specialists-- quarterbacks,receivers, running backs, offensive line, defensive line, linebackers, cornerbacks, and safeties.For each of the sub-groups, there is a designated captain, an experienced, upper-class player whohelps guide the development and performance of that segment of the squad. Last fall, three of thecaptains were upper-class engineers: captains of the offensive line, defensive

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Gettens, Western New England University; Andrew Zimbroff, University of Nebraska, Lincoln; Harlan E. Spotts Jr., Western New England University; Cameron Houser, 3 Day Startup; Alexis Taylor, 3 Day Startup; Mary G. Schoonmaker, Western New England University

Tagged Divisions

Entrepreneurship & Engineering Innovation

is contrasted with traditionalclassroom techniques. The assessment methodology and results are presented alongwith student reflection evidence.Program Goals The primary goals of the 3DS program are to teach students skills in the area ofentrepreneurship and to foster an innovative and entrepreneurial mindset on theuniversity campus. A number of outcomes are possible through the program both from astudent and a faculty/staff perspective (Figure 1). Figure 1: Potential outcomes from a 3DS event for both students and faculty/staff.Program Structure The program centered on a three day experiential learning activity starting on a Fridayat 4PM and continuing until Sunday night at around 8PM (Figure 2). The bulk of

Conference Session

Statics and Dynamics in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; John M. Mativo, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

MapsConcept maps have been widely applied as a heuristic tool in engineering education to promotemeaningful knowledge structures for students. A concept map allows a student to organize acollection of concepts and to identify/present the relationships between each other using a graph3- 4 . Studies suggest that concept mapping be a valid tool to categorize and to reflect changes instudents’ structures of knowledge in STEM disciplines 3, 5. However, concept maps emphasizethe macro relationships among concepts and may not reflect students’ understandings of anindividual concept.Concept inventories referred to here comprise of a series of instruments for the assessment ofstudents’ conceptual understanding of STEM disciplines. The questions were

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Gonzaga University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

applied within themodern engineering education framework. While this may be a novel treatment, it does not gofar enough in addressing Heidegger’s critics and contemporaries – something we will attemptthrough using a lens borrowed from Jaspers’ work – that of his interpretation of existence andmeaning. In order to further ground this philosophical treatment, we will bring into play keyarguments of Husserl’s metaphysics, which contain constructs still relevant to a modernengineering philosophy. Finally, we hope to integrate the three in a manner relevant colleagueswithin engineering education and beyond. Whereas recently I reflected upon the developments in engineering philosophy broughtabout by a few colleagues with reference to core

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron Brakoniecki, Boston University; Michael Ward, Boston University; Gretchen Fougere, Boston University

Tagged Divisions

Mathematics

of the reflection when theengineering students and the beginning teachers reflected on the engineering design process theyimplemented during the activity. They compared this to the mathematical practice standards theyare expected to implement throughout their classrooms. What occurred during this discussionwere many connections among the different aspects of these two descriptions. They sawconnections between the mathematical expectations to make sense of the problem and theengineering process of identifying the needs and constraints. They linked the mathematicalstandards of reasoning abstractly and constructing viable arguments to the engineering processesof developing possible solutions and selecting promising solutions. With the

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Sandra Ingram, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Liberal Education/Engineering & Society

held up as an exemplar demonstrating the difficulties inherent in assessingthe graduate attributes, particularly the ones that reflect the professional or workplace skills ofengineers. Some consider lifelong learning an outcome best measured a priori: in other words, itis cogitated as an aptitude that students will best epitomize once they are graduated and workingas professional engineers. However, the knowledge, skills, behaviours, attitudes and values thatengender lifelong learning are indeed present in our students, and one of the most effective waysto activate and observe this attribute is to engage students in discussions regarding theirexperiences and perceptions of their learning. This paper presents the findings from a

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christie Jilek, West Ada School District; Noah Salzman, Boise State University

Tagged Divisions

Pre-College Engineering Education Division

FridayInstitute1 aimed measuring perception toward STEM related fields and study. Surveys wereadministered before and after engineering lessons.Along with student perceptions toward STEM content, we will describe the journey and thoughtprocess throughout the 8-week period from the implementing teacher’s point of view. We willdetail the implementation process, reflect on student success and struggles, describe perceptionsof student achievement based on student responses and completed work, as well as present anoverarching reflection on the author’s journey throughout the process. Through the study andreflection others can learn how to bring engineering design into the classroom. It is also our goalthat this process and study, including implementation, will

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

students reflect on their experiences within engineering competitions? 2. How do students describe their experiences and understandings of professional and ethical responsibility? 3. What are the key attributes of professional responsibility within an engineering competition?MethodsThis study was primarily a qualitative study. Data were collected from undergraduateengineering students participating in the IAM3D Design challenge, which was a non-curricular engineering competition. The students were required to design and fabricate aremotely-piloted hybrid ground and air vehicle. We used descriptive statistics to addressRQ1. Based on the results, we mapped out the terrain of how students

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Rich, Hofstra University; Amy Masnick, Hofstra University; Marie C. Paretti, Virginia Tech; Cassandra J McCall, Virginia Tech; Benjamin David Lutz, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Educational Research and Methods

, where she also serves as co-Director of the VT Engineering Communication Center (VTECC) and CATALYST Fellow at the Institute for Creativity, Arts, and Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, 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. c American Society for Engineering Education, 2016

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

Materials

: American Society of Engineering Education, Life time member Society of Manufacturing Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when c American Society for Engineering

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Ann Claussen, Colorado School of Mines

Tagged Divisions

New Engineering Educators

Teaching and Learning.1 One common argument againstsuch a system is that a single classroom visit is often not an accurate reflection of the learningthat occurs over an entire class, an argument which can also be made against peer evaluations,depending on the format of such programs. Expert evaluation can also be a very resource-intensive undertaking if it is to be done for all faculty at a university.Finally, some propose tracking student and student outcomes to assess teaching. This can bedone in a range of ways: following a student’s performance in more advanced courses to see theimpact of prior instruction; alumni surveys to ask which teaching they found impactful orparticularly instructive; or administering the same exam to all students to

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tobias Haertel, TU Dortmund University; Claudius Terkowsky, TU Dortmund University; Dominik May, TU Dortmund University

Tagged Divisions

Entrepreneurship & Engineering Innovation

(“Findings”), the results collected in the tutorials are discussed. Possible reasons whysome learning outcomes could be reached while others failed are reflected. The paper ends with aconclusion.Creativity and Entrepreneurship in EngineeringCreativity is an essential element of 21st century life5. For Cropley & Cropley6, the sputnik shockwas a starting point for broad discussions about creativity in western societies. Creativity wasseen as a key to catch up with the technology advantage of the Russians, as it had becomeobvious by the successful satellite mission and its worldwide receivable beeping. Therefore,Western countries made substantial efforts to promote the creativity of its engineers.However, up to now for many leaders, managers

Conference Session

Case and Scenario in Engineering Ethics Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan Beever, University of Central Florida; Justin L Hess, IUPUI, Indianapolis

Tagged Divisions

Engineering Ethics

failure will have on a broad range of stakeholders.Additionally, whereas many engineering ethics case studies focus on human stakeholders andcorporations, here the focus also includes marine and aquatic life, challenging a narrowlyanthropocentric focus by placing environmental issues as a focal point. In this sense our focuspushes beyond both macro-ethical issues, where students are encouraged to adopt a broadenedsocietal viewpoint to deduce the most ethical courses of action, and micro-ethics, where thefocus is towards the professional obligations of an individual engineer.7,8The case as we designed it challenges students to justify the ethicality of deeper water drilling inlight of this disaster, guided by the reflective specification and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

Tagged Topics

NSF Grantees Poster Session

comprises a series of design decisions that are madeover multiple semesters.Significant research about faculty development of interactive teaching practices has beenconducted 2–5. Earlier work by McKenna, Yalvac, and Light examined how to createcollaborative partnerships between engineering faculty and learning scientists toencourage collaborative, reflective, and improved teaching. They state, “An extension ofthis work would be to examine the trajectory of change in teaching approaches, that is, toinvestigate the process of change.” (p. 25) 4 We expect learning and change to happenthrough faculty development, and we propose a framework for scaffolding that process ofchange much like engineering education research has proposed constructing

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher R. Saulnier, Massachusetts Institute of Technology; Aikaterini (Katerina) Bagiati P.E., Massachusetts Institute of Technology; John G. Brisson II, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

environment impacts students’ perception of the engineering design process.Design Based Wilderness Education PedagogyWhen developing a curriculum targeting the engineering design process, the role that design-thinking plays within a design-based learning environment is of particular interest. As describedby Dym et al., design thinking “reflects the complex processes of inquiry and learning thatdesigners perform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process”3. Design thinking has been explored through manyframeworks broadly divided into two paradigms: design as a rational problem solving process,and design as a process of reflection-in-action4. The wilderness environment is

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David Crismond, City College of the City University of New York; Michal Lomask

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

),  influenced  our  efforts  to  develop  the  teaching  standards  used  for  this  project.  In  addition,  a  framework  that  articulates  what  informed  design  thinking  entails  –  students  using  design  strategies  effectively;  making  knowledge-­‐driven  decisions;  conducting  sustained  technological  investigations;  working  creatively;  and  reflecting  upon  their  actions  and  thinking  –  was  another  foundation  upon  which  this  work  was  built  (Crismond  &  Adams,  2012).  The  final  set  of  the  design  teaching  standards  (see  Table  1  for  details)  created  for  this  project  is  organized  around  three  dimensions:      Dimension  I  –  STEM  Concepts  –  Teachers’  understanding  of  science,  technology

Conference Session

Focus on Faculty Development

Collection

2016 ASEE Annual Conference & Exposition

Authors

Laura D. Hahn, University of Illinois, Urbana-Champaign; Cinda Heeren

Tagged Divisions

Continuing Professional Development

facing ourteaching faculty. In consultation with other teaching faculty and with the encouragement fromour dean, we created a learning community for this group, where its share problems, ideas, andresources in order to increase competence and satisfaction in their work.1An explanation of our use of the term “teaching faculty” may be helpful at the outset of thispaper. The literature is inconsistent in its nomenclature for instructors who are hired primarily orexclusively to teach classes. The primary terms used (“adjunct,” “contingent,” and “non-tenure-track”) convey a sense of marginalization and distance from the core operations of institutions ofhigher education. Our decision to use the term “teaching faculty” in this paper reflects our

Conference Session

Mathematics Division Technical Session 4

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Divisions

Mathematics

qualitative in nature, and our chosen research methods reflectthat. Rather than conduct a quasi-experimental design with a selection of GTAs participating incase analysis and others not, we instead used mixed qualitative and quantitative methods tocollect and analyze data solely from participants who experienced the use of case analysis in theirfirst semester of graduate school. This paper focuses in particular on two quantitative measures(survey data and student performance) and on two qualitative measures (case discussion recordsand reflective writings). We give a summary of the data within each of those four categoriesseparately. However, the nature of the research questions is such that a more significant analysisinvolves integration of those

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech; Jonathan Grunert, Virginia Tech; Yousef Jalali, Virginia Tech; Stephanie G. Adams, Old Dominion University

Tagged Divisions

Liberal Education/Engineering & Society

engineeringexpertise as unique. A series of short essays encourage students to analyze engineering as aprofession and consider their own roles as citizen engineers with the power to intervene as non-experts in engineering activities that impact society.In this first iteration of the course, one of the authors served as a participant-observer andethnographer focused on student learning. The observer witnessed student engagement withcourse topics and with one another, and interviewed all the students in the class (n=5)individually. Using the observer’s analysis of his observation notes and interview responses, andusing the instructors’ analysis of student work and course feedback, we reflect on the outcomesof this first iteration of the course and consider

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Willietta Gibson

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

styles of active/reflective, sensing/intuitive, visual/verbal andsequential/global before instruction of the case study. The results confirm that the majority of thestudents were active, sensing, visual and sequential learners. These characteristics are ideal forthe use of cases and hands-on interactive instruction. Overall, the students found the use of casesmore engaging and the cases elevated their interest in laboratory discussions and course content.External evaluation of the student reports suggest that the use of cases did not significantlyimprove the quality of the student laboratory reports, however, student interpretation andanalysis of data slightly improved.     Purpose of Study Laboratory courses

Conference Session

Environmental Engineering Division: Curricula, Criteria, Student Performance, and Growth

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology; Andrew R. Mech, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

electrical engineering. In addition, eachfaculty member had some limited amount of experience overseas. The consulting engineer hadextensive experience with EWB teams and in developing engineering solutions worldwide.The concept of “Do No Harm” was woven throughout the course by exposing students tointernational case studies. One class per week was dedicated to considering success ofhumanitarian engineering projects and the unfortunate frequency of failed – though well-intended – projects. Assignments forced the students to reflect upon positives and negatives andincorporate the best in their plans. Additionally, the students were challenged to develop a designand prototype to transport water from a creek on campus considering appropriateness

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jed S. Lyons, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

were the Engineering Disciplines Team Concept Map, Hand PumpLaboratory Team Report, Simply Supported Beam Laboratory Report, Alpine Tower StaticsLaboratory Wiki and Grand Challenges Video Project.A team leader was designated for each of these five assignments, which provided every studentwith an opportunity for an intentional leadership experience. As the first assignment was given,the instructor led a class discussion on the roles of team members and team leaders. After thedeliverables for team assignments were submitted and in order to reflect individually on theexperience, students were required to submit a Self-Reflection using a journaling tool inBlackboard. The intent of these structured reflections was to reinforce and foster

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

science teaching methods course and volunteered for a follow-up engineeringprofessional development institute, which was the context for this study. Data sources includedvideos of the teachers solving design problems, teachers’ written and oral reflections onengineering teaching experiences, and researcher field notes from the after-school week. Wegenerated thick descriptions of the cases of Ana and Ben and used these to develop conjecturesabout their engineering epistemologies. Following microethnographic methodology andstrategies from discourse analysis, we re-examined transcripts and other data artifacts forconfirming and disconfirming evidence of these conjectures.We found that Ana and Ben framed engineering learning as building knowledge

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

colleagues. Yet, teamwork skills are rarely “taught” inengineering curricula; in fact, compared to business representatives, university educators havebeen found to underestimate the value of teamwork KSAs. Instead, students are expected todevelop teamwork and leadership skills via a sink-or-swim approach where they are assignedgroup work and left to perform as they can. Often, these poor teamwork experiences combinedwith the lack of training and opportunities for guided reflection lead to students disliking workingin groups, impacting not just the cognitive but also the affective domain of learning.In response to this identified weakness, a committee of representatives from the Faculty ofEngineering and other support units at the University of

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; John Ray Morelock, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

, complexity, and context [4, 7]. 2   Knowledge of strategies encompasses general learning and problem-solving strategies, as well astask specific strategies [4, 8].Within metacognitive regulation, our framework focuses on planning, monitoring, controlling,and evaluating. Metacognitive planning involves integrating the elements of metacognitionfocused on a specific task, setting task goals, sub-dividing more complex tasks, and predictingtask outcomes [8, 9]. Monitoring and control are necessarily linked activities. Monitoring isbeing reflective during a task, keeping track of progress, how things are going, and if selectedstrategies are working [8, 10

Conference Session

Engineering Management: Project Management and Partnerships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Angolia, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

student experience3 and favors learning styles that are intuitive, verbal, reflective,and sequential, as defined by the Felder-Soloman Index of Learning Styles (ILS). Felder andBrent point out the futility of trying to tailor instruction individually4 and Alghasham posited thateducational planners desiring to enhance teamwork should group students of mixed learningstyles.5-7 A balanced pedagogy blending learning styles will challenge students to step outsidetheir comfort zone to “stretch and grow.”3 This allows those that favor the opposite end of thelearning style spectrum, sensory, visual, active, and global, to benefit from the proposedpedagogy. Through the approach presented, new graduates will have a better chance to apply anappropriate