Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen R. White MRSC, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

-playing is to introduce students to a professional environment and to enable to not onlyfocus on their technical skills but also on their professional skills. Related styles of role-playingmay have students not only role-play different potential company positions, but also be scoredusing game-style grading to advance to new positions 1, 12.Role-playing has also been utilized to let students assume the roles of expert witnesses beinginterviewed in a mock trial with the intent of having the students encounter ethical dilemmas andpractice responding as professionals 5, 6. By placing students into a situation which forces themto ‘make the call’ in their role, the instructor is more likely to engage the students as they learnengineering ethics than

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Prahlad Murthy, Wilkes University

Tagged Divisions

Environmental Engineering

professionalpractice. In the Commonwealth of Pennsylvania, one of the requirements for certification as anEngineer-in-Training (EIT), the first step towards licensure as a Professional Engineer (PE), is topass the National Council of Examiners for Engineering and Surveying (NCEES) Fundamentalsof Engineering (FE) examination. But one of the ways to qualify to take the FE examination isto graduate from an “undergraduate engineering curriculum in the United States accredited byABET.”1 As of September 2014, “nearly 3400 engineering programs at nearly 700 colleges anduniversities in 28 countries” had received accreditation.2 ABET states that all programs seekingaccreditation from the EAC must satisfy the General Criteria requirements at a minimum and anadditional

Conference Session

Best Practices and Lessons Learned in Design Projects

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elaine M. Cooney, Indiana University - Purdue University, Indianapolis; Paul Robert Yearling, Indiana University - Purdue University, Indianapolis; Jacob Allen Smith, Indiana University - Purdue University, Indianapolis

Tagged Divisions

Manufacturing

1.0 3-D Printer. As part of the project scoping processthe design team produced a list of design specifications as shown in Figure1.In addition, the design team performed a “state of the technology assessment” and arrived at alist of desirable attributes for their new design: • Fusion temperature is important – provide heated build platform • Air flow and temperature around build platform is important – enclose and regulate air flow • Printing time – assess nozzle diameter and allow for adjustable fusion temperature • Open Source – a good selling point with other student groupsFigure 1: The design team's assessment of the Da Vinci 1.0 3-D printer specificationsStudent OutcomesCapstone projects are a hallmark of

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto; Gayle Lesmond, University of Toronto

Tagged Divisions

Design in Engineering Education

Fails to Exceeds with one 'no selection'. Participants most frequently (3/9) selected Meets. ● DR4: Ratings ranged across three rubric levels from Below to Exceeds with one 'no selection'. ● DR5: Ratings ranged across all four levels from Fails to Exceeds with one 'no selection'. Participants most frequently (5/11) selected Meets. ● ECE1: The majority of participants (3/4) selected Meets and the remainder (1/4) selected Below. ● ECE2: The majority of participants (3.5/4) selected Meets. ● ECE3: All participants (4/4) selected Exceeds.There was very little consistency in the ratings for indicator D3B (Document appropriateengineering design requirements using a suitable model (e.g. goals-functions-constraints

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

learningfor engineering and science education and be willing to take risks for the benefit of futuregenerations.Figure 1. Student work explaining wind turbine activity using engineering design worksheet.Figure 2. Student work for balloon car activity using engineering design worksheet.Figure 3. Student work for cardboard game exploring action and reaction relationship usingengineering design worksheet.References1. Friday Institute for Educational Innovation (2012). Middle and High School STEM-Student Survey. Raleigh, NC: Author.2. NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.3. National Governors Association Center for Best Practices & Council of Chief State

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Angelina Lane, Seattle Pacific University; Donald M. Peter P.E., Seattle Pacific University

Tagged Topics

Diversity, NSF Grantees Poster Session

 limited pre‐requisites understanding.  However, most respond favorably to efforts to get to know them and assist them.     We have learned many things about how to assist our ECASE students, and others like them, insucceeding through to graduation and into a technical career. The following is a short list ofsome challenges that we have discovered and the corresponding approach that we use to mitigatethe challenges. Many of these are corroborated in the literature as discussed in the Introductionsection of this paper. Here we consider them collectively and concretely. 1) Challenge: Students have varying needs for encouragement and prodding. Some have low confidence. Others do not yet recognize the significance of poor study