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A Pilot Program in Open-Ended Problem Solving and Project Management

Conference Session: Project-Based Learning
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Paul M. Yanik, Western Carolina University; Chip W. Ferguson, Western Carolina University; Sudhir Kaul, Western Carolina University; Yanjun Yan, Western Carolina University
Tagged Divisions: Educational Research and Methods

. c American Society for Engineering Education, 2017 A Pilot Program in Open-Ended Problem Solving and Project ManagementAbstractThis research is motivated by the need for students’ early exposure to work readiness skills thatpromote effectiveness in dealing with complex open-ended technical problems as may beencountered in senior capstone projects or professional practice. This paper presents preliminarywork in the building of Rube Goldberg machines as student projects to foster some of theseskills. Design of Rube Goldberg machines may be employed in a number of settings as a vehiclefor teaching basic engineering skills. These designs require students to creatively consider avariety of

Relevance Score: 1.0373162

Impact of Class Size on Student Perception of Learning and Learning Outcomes in Project-Based Learning

Conference Session: Project-Based Learning
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Sudhir Kaul, Western Carolina University; Bill Yang, Western Carolina University; Robert Scott Pierce P.E., Western Carolina University; Wesley L. Stone, Western Carolina University
Tagged Divisions: Educational Research and Methods

twosections. Many studies on class size compare very small classes to very large classes, but thisstudy aims to determine whether a relatively small increase in class size (68% in this case)demonstrates any significant differences in student perceptions of learning and in theachievement of learning outcomes.2. Project-based Learning CourseThe project-based learning course that is discussed in this study is a junior-level course that aimsto introduce students to engineering design and development and project management whileworking in interdisciplinary teams. Furthermore, this course is expected to serve as a preparationfor the Senior Design (Capstone) course during the senior year. The course content and the maindeliverables of the course are listed

Relevance Score: 1.0349448

Early Validation of the Motivation in Team Projects (MTP) Assessment

Conference Session: Motivation and Engagement
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University
Tagged Divisions: Educational Research and Methods

Paper ID #19292Early Validation of the Motivation in Team Projects (MTP) AssessmentDr. Peter Rogers, The Ohio State University Dr. Peter Rogers is a Professor of Practice in the Department of Engineering Education at The Ohio State University. He joined the university in October 2008 bringing with him 35 years of industry experience. His career includes senior leadership roles in engineering, sales, and manufacturing developing products using multidisciplinary teams to convert customer needs to commercially viable products and services. Rogers co-led the development of an ABET-approved year-long Capstone design experience

Relevance Score: 0.80566984

Talking about a Revolution: Overview of NSF RED Projects

Conference Session: Revolutionizing Engineering Departments (RED)
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Engineering Education from Purdue University.Prof. James D. Sweeney, Oregon State University James D. Sweeney is Professor and Head of the School of Chemical, Biological and Environmental En- gineering at Oregon State University. He received his Ph.D. and M.S. degrees in Biomedical Engineering from Case Western Reserve University in 1988 and 1983, respectively, and his Sc.B. Engineering degree (Biomedical Engineering) from Brown University in 1979. He is a Fellow of the American Institute for Medical and Biological Engineering and a Senior Member of the IEEE and AIChE. c American Society for Engineering Education, 2017 Talking about a Revolution: NSF RED Projects OverviewAbstractA

Relevance Score: 0.7745054

What Does Career and Personal Success Look Like? Engineering Students' Projections for Post-Graduation Plans

Conference Session: Life After Graduation
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University
Tagged Divisions: Educational Research and Methods

Paper ID #19332What Does Career and Personal Success Look Like? Engineering Students’Projections for Post-Graduation PlansMr. Aisosa Ayela-Uwangue, Arizona State UniversityDr. Micah Lande, Arizona State University Micah Lande, Ph.D. is an Assistant Professor in the Engineering and Manufacturing Engineering pro- grams and Tooker Professor at the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches human-centered engineering design, design thinking, and design innovation project courses. Dr. Lande researches how technical and non-technical people learn and apply a design

Relevance Score: 0.64334846

Implementing Peer-Review Activities for Engineering Writing Assignments

Conference Session: Changing the Engineering Classroom
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University
Tagged Divisions: Educational Research and Methods

engineering and mechanicalengineering technology, using different class size, delivery methods, and assignments on studentperformance and student attitudes toward peer review. We hypothesized that student writingperformance would improve, regardless of the methods used.MethodsA fluid mechanics class and a capstone design class were selected for this project. The fluidsmechanics students worked in groups of two for their writing assignments, while the students inthe capstone design course worked individually on an assignment that would ultimately lead to acollaborative report. In both classes, students engaged in formative peer reviews, where studentfeedback was provided on preliminary assignments leading to an end-of-semester final report.Students

Relevance Score: 0.039518554

Application of Engineering Taxonomy for Assessing Problem-Based Learning in Underrepresented Groups

Conference Session: Assessment of Student Work
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Leanne Petry, Central State University; Morris M. Girgis, Central State University
Tagged Divisions: Educational Research and Methods

or capstone projects are usually the first experience college students have withexperimental or engineering design processes.4 Incorporation of authentic PBL methods to teachengineering principles with uncertain investigation outcomes to a broader group ofunderrepresented students (i.e. minorities, women) prior to research based coursework enablesthem to make connections between instruction and the real world earlier and to gain a deeperunderstanding of their course content.5-9Problem Based Learning Design and ObjectivesThe engineering practice of using models to simulate systems and interactions as a means toconstruct explanations and design solutions based on valid and reliable evidence is directlyrelatable to the instrumental analysis

Relevance Score: 0.032468878

Work in Progress: Rethinking How We Teach in Engineering Through a Course Redesign Initiative

Conference Session: Retention
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University
Tagged Divisions: Educational Research and Methods

Undergraduate Studies and Professor of Instruction in Mechan- ical Engineering at the Temple University College of Engineering. He received his Bachelor of Textile Engineering from Georgia Tech and his Sc.D. in Mechanical Engineering from MIT. He is a Fellow of the American Society of Mechanical Engineers. He was responsible for re-imagining and leading the college-wide capstone senior design course Currently he is the College -wide Coordinator of ABET ac- creditation. Prior to joining Temple University in 2014 he was Dean of the School of Engineering and Textiles at Philadelphia University. c American Society for Engineering Education, 2017 WIP: Rethinking How We Teach in Engineering

Relevance Score: 0.025006179

Connecting Design Doing to Design Learning

Conference Session: Changing the Engineering Classroom
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Reid Bailey, University of Virginia
Tagged Divisions: Educational Research and Methods

those students who did not remember the class well would be less likely to participate inthe study.Future work directions could minimize selection bias and expand scope. To reduce selectionbias, all students could be surveyed at the end of the class (not 2-3 years later). While aninterview during the term would introduce its own problems (i.e., students could be influencedby feeling like the interview could affect their grades), adding questions to the anonymous end-of-course evaluation could be a viable mechanism to get responses from everyone in the class.Expanding the scope of the work beyond exploring why learning improved in the class,following students to their capstone projects to investigate their problem formulation behaviorswould also

Relevance Score: 0.024195068

Work in Progress: Developing a Procedure for Identifying Indicators of "Over-persistence"

Conference Session: Retention
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Marisa K. Orr, Clemson University; Rachel K. Anderson, Clemson University; Maya Rucks, Clemson University
Tagged Divisions: Educational Research and Methods

semester, meaning that most of the students who left without a degree had committed atleast eight semesters of time and tuition to their chosen degree program.Continuing WorkThe continuing evolution of this project (both in scope and size) will next involve the use ofmore recent data to determine which findings hold true. Additionally, the pool of variables willbe expanded to include specific course outcomes and other semester variables (e.g. number ofhours attempted, number of hours completed). The goal of understanding these students is to beable to identify them early and help them make strategic decisions about defining and reachingtheir goals. The strategic pathways will be identified by studying students with similar indicatorsthat adapted

Relevance Score: 0.018387148

Work in Progress: Signature Pedagogies in Engineering - Surface Structure

Conference Session: Understanding the Discipline of Engineering
Collection: 2017 ASEE Annual Conference & Exposition
Authors: John Tingerthal P.E., Northern Arizona University
Tagged Divisions: Educational Research and Methods

practitioners areeducated for their new professions”4(p52). According to Shulman, signature pedagogies have threestructural dimensions – surface (operational acts of teaching and learning), deep (assumptionsabout how best to impart knowledge) and explicit (moral dimension that comprises a set ofbelieves about professional attitudes, values and dispositions). Signature pedagogies inprofessional disciplines also have three temporal patterns: an initial pedagogy that frames andprefigures professional preparation, capstone apprenticeships and a sequenced and balancedportfolio4. Engineering, with its mix of analysis courses, laboratories and design studios, ischaracterized by the latter. Shulman also notes that a signature pedagogy can also be illustratedby

Relevance Score: 0.018387148

Engaging Engineers in Inclusive Cultural Change Through a New Method, Articulating a Succinct Description

Conference Session: Diversity and Inclusion
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Michelle H. Bardini, California Polytechnic State University, San Luis Obispo; Noah Robert Krigel, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, California Polytechnic State University, San Luis Obispo; Coleen Carrigan, California Polytechnic State University, San Luis Obispo
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

increased awareness ofparticipants’ own lives and actions, and have the potential to “disrupt the everyday practices ofparticipants through enforcing an awareness and visibility of action previously absent” (p. 35)39.MethodsIn this section, we describe the Articulating a Succinct Description method. While we provide abrief overview of the initial ethnographic research that launched the ACC project, for thepurposes of this paper we will be focusing on the participants, data analysis, case study creation,and cultural probe intervention from the preliminary study that was conducted in Fall 2016.ParticipantsOver 565 students have been involved with the Advancing Cultural Change (ACC) projectthrough assignments in an introductory cultural anthropology

Relevance Score: 0.018131798

Exploring the Post-graduation Benefits of High-Impact Practices in Engineering: Implications for Retention and Advancement in Industry

Conference Session: Learning from Industry
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Trevion S. Henderson, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, service andcommunity based learning, internships, and capstone projects, to name a few. These practices aresaid to be “high impact” because they facilitate engagement and improve retention in college.Whereas research on the efficacy of HIPs in promoting retention and degree attainment incollege is extensive, few have studied the value of these practices in promoting long-term, post-graduation outcomes, such as professional retention.7 Thus, the purpose of this study was toinvestigate the relationship between participation in several high impact educational practiceswhile in college and engineering students’ professional trajectories after graduation in thespecific context of the engineering industry, an industry that suffers considerable

Relevance Score: 0.017816395

Cluster Analysis in Engineering Education

Conference Session: Quantitative Research Methods
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)
Tagged Divisions: Educational Research and Methods

Engineering Education, 104(1), 74-100. doi: 10.1002/jee.2006612. Lin, C.-C., & Tsai, C.-C. (2009). The relationships between students' conceptions of learning engineering and their preferences for classroom and laboratory learning environments. Journal of Engineering Education, 98(2), 193-204. doi: 10.1002/j.2168-9830.2009.tb01017.x13. PÉRez, C. D., Elizondo, A. J., GarcÍA-Izquierdo, F. J., & Larrea, J. J. O. (2012). Supervision typology in computer science engineering capstone projects. Journal of Engineering Education, 101(4), 679-697. doi: 10.1002/j.2168-9830.2012.tb01124.x14. Kumsaikaew, P., Jackman, J., & Dark, V. J. (2006). Task relevant information in engineering problem solving. Journal of Engineering Education, 95

Relevance Score: 0.015003706

Incorporating Faculty Sense Making in the Implementation and Modification of an Instrument to Measure Social and Cognitive Engagement

Conference Session: Motivation and Engagement
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Allyson Jo Barlow, Oregon State University; Nicole P. Pitterson, Oregon State University; Shane A. Brown P.E., Oregon State University; Kathleen Quardokus Fisher, Florida International University; Sean Lyle Gestson, Oregon State University; Denise Rutledge Simmons P.E., Virginia Polytechnic Institute and State University; Olusola Adesope, Washington State University
Tagged Divisions: Educational Research and Methods

participate in the study aswell as their perception of the usefulness of the instrument.In a nationwide study of the adoption of engineering education innovations, Borrego, Froyd andHall [17] explored how seven engineering education innovations were used across the US. Theseven innovations were student-active pedagogies, artifact dissection, curriculum-basedengineering service-learning projects, interdisciplinary capstone design projects, summer bridge 3programs, learning communities or integrated curricula and design projects in the first-yearengineering courses. The purpose of this work was “to understand and make recommendations topromote adoption

Relevance Score: 0.013625017

Work in Progress: Examining the Value of Reflection in Engineering Practice and Education

Conference Session: Reflection
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kristine R. Csavina, Colorado School of Mines; Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick Cunningham, Rose-Hulman Institute of Technology
Tagged Divisions: Educational Research and Methods

applies to tasks individuals take pleasure in, enjoy, or find interesting. Costrefers to the negative consequences of engaging in a task.Research MethodsSample: Researchers from four distinctly different institutions implemented an initial assessmentof faculty, students, and practitioners to investigate how each group defined reflection and whatvalue they associated with reflective practices. Students and faculty surveyed included a widerange of engineering disciplines based on the distribution at each institution. Practitioners wereidentified from industrial advisory boards, capstone affiliations, alumni, and colleagues.Responses were obtained from 458 respondents - 295 students, 67 faculty, and 92 practitioners.An additional 288 partially

Relevance Score: 0.013326585

Examining Learner-driven Constructs in Co-curricular Engineering Environments: The Role of Student Reflection in Assessment Development

Conference Session: Assessment of Student Work
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Xingya Xu, George Mason University; Aditya Johri, George Mason University
Tagged Divisions: Educational Research and Methods

students’experience of the given project within the informal environment, as well as, their understandingtheir learning through this non-curricular setting. Open-ended questions were developed toencourage students’ natural statements about their experiences.The interview protocol included open-ended questions. The open-ended questions provided themeans to explore students’ thinking about their learning. Sample questions included “How wouldyou describe your process?” The purpose for this question was to understand how studentsthought about the design of their product (ABET student outcome [c]), problem solving (ABETstudent outcome [e]), and experimentation processes (ABET student outcome [b]). We did notspecifically prompt them to consider these processes