Conference Session

They need more than technical skills!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Prewitt Penno P.E., University of Dayton; Roger J. Crum, University of Dayton; Eddy M. Rojas, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

International

reflected upon while abroad;• researching and discussing aspects of Florence to be explored and studied as students of engineering;• learning practical information about the program (housing, classroom logistics, packing, health and safety guidelines, cultural norms, and program policies and procedures while abroad);• learning specific information related to class schedules and content;• discussing how to integrate the study abroad experience into academic majors and career goals.During this pre-departure course, students are required to view William Whyte’s documentary,The Social Life of Small Urban Spaces4, and read John Stilgoe’s Outside Lies Magic: RegainingHistory and Awareness in Everyday Places5. These two works address

Conference Session

Merging Disciplines: Practice and Benefits

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; Daniel S. Brogan, Virginia Polytechnic Institute and State University; Thomas G. Westfall, Virginia Tech; James Edward Taylor; Serena Lise Emanuel, Virginia Tech; Mathew Verghese, Virginia Tech; Nick Falls, Virginia Tech; Vinod K. Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Multidisciplinary Engineering

building on this theory encourage studentsto engage in real world problems where they can reflect on their learning experiences andknowledge gained.42 By engaging in these learning activities, students can directly apply theirtheoretical knowledge and skills in a real-life context.43 These experiential learning activities caninclude field site work, laboratory experiences, indoor and outdoor projects and other researchwork.2 Thus, experiential learning is situated in a setting, which is relevant to the learner’s futureprofession that furthers helps in developing transferable skills. 40 This theory also emphasizes thatstudents’ experiences will be reflected in their future engagements. For example, if students areengaging in research work and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

Tagged Topics

Diversity, NSF Grantees Poster Session

mentors, they made more use of officehours when tutoring was not offered or when the hours conflicted with their schedules.Overall, student ratings for tutoring and SI improved from Fall 14 (the first semester in whichCOMPASS students provided feedback) until Fall 15 (see Figure 1). Ratings declined somewhatin Spring16, which appears to correlated with the fact that fewer students were attending tutoringsessions. It also likely reflects the loss of the SI program after the first year.Figure 1. Student Ratings of Tutoring/Supplemental Instruction Tutoring/SI 100% 90% 80% Extremely  important 70% Very  important

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy L Freeman, Pennsylvania State University, University Park; Pradip K Bandyopadhyay, Penn State University (Berks Campus); Mark Johnson, Pennsylvania State University ; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus; Catherine Cohan, The Pennsylvania State University

Tagged Topics

Diversity, NSF Grantees Poster Session

the Entrance to Major process at the beginning of the junioryear (i.e., enrollment in a specific major). Secondary outcome measures are retention in STEMmajors and retention at the University. This research is generously funded by the NationalScience Foundation (NSF IUSE #1525367). Please note that any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. The Intellectual Merit of this research is two-fold: examine variation in Engineeringretention for three models of bridge programs and produce a series of workshops on Engineeringbridge leadership, funding, and sustainability strategies for Engineering summer

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Il-Seop Shin, Western Illinois University; Eun Go, Western Illinois University; Colin Ross Harbke, Western Illinois University; Thomas Mark Scaife, McGraw-Hill Education

Tagged Divisions

Educational Research and Methods

instead of being passivelisteners. Active learning is defined in [13] as “any instructional method that engages students inthe learning process.” The motivation comes from educational experience when students dealwith active learning and reflection [14-15]. However, traditional engineering education involveslistening to lectures, completing homework, taking exams, and receiving feedback after gradingis done. This education model may adversely affect the students’ active participation.The utilization of information and communication technologies in engineering education canallow students to be active learners by letting them control how, when, and where they studydepending on their learning needs and styles [16]. Therefore, engineering education

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and following those changes in strategy.Data Analysis Through deep immersion in the culture and data, themes and connections to theAdaptable Learning model were generated 18. Focused coding 20 was conducted to identifyinstances where participants engaged in appraisal statements. Using contextual clues, theseappraisal examples were then classified as mastery or performance mode examples. Thedescriptions of events developed reflect a discussion of observed learning and study sessionstrategies and observed utterances of appraisals that occurred before and after changes instrategy.Results These findings focus on descriptions of events from the two selected observations. Thefirst observation represents mastery intention evidenced by

Conference Session

Edifying Engineering Education through Multidisciplinary Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep B. Deshpande, University of Louisville and President, Six Sigma and Advanced Controls, Inc.

Tagged Divisions

Multidisciplinary Engineering

Allahabad and the state of Uttar Pradesh wereresponsible for the high defect levels. Not long ago, the author also came to know aboutthe high level of internal excellence of the Dabbawalas from a Newspaper article [12]. So,the six sigma process of the Dabbawalas was only partially responsible for theirexemplary performance, the high level of internal excellence contributed to their successas well. The bottom-line is this: What six sigma considers as minimum variance is reallynot the true minimum variance state and therefore, further improvement in performance ispossible by increasing the level of internal excellence. These findings are reflected inFigure 6, and they have profound implications for a better and a more peaceful world. Thefindings also

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

identify systematicallyparticular aspects of latent diversity that are most important to understanding student success andchallenges in engineering through a national survey of first-year engineering students andlongitudinal qualitative data collection.AcknowledgmentThis work was funded by a National Science Foundation EEC CAREER grant (No. 1554057).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.References1. Chubin DE, Babco EL. Diversifying the engineering workforce. J Eng Educ. 2005;94(1):73-86.2. National Science Board. The Science and Engineering Workforce: Realizing America’s Potential. (National

Conference Session

Learning Environments for Statics, Dynamics, and Mechanics of Materials

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Allen Evenhouse, Purdue University, West Lafayette; Rohit R. Kandakatla, Purdue University, West Lafayette (College of Engineering); Nick A. Stites, Purdue University, West Lafayette (College of Engineering); Nimit Patel, McKinsey & Company; Austin Zadoks, Purdue University, West Lafayette; Taylor Prebel, Purdue University; Claudio Cesar Silva de Freitas, Purdue University; Charles Morton Krousgrill, Purdue University, West Lafayette (College of Engineering); Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Jeffrey F. Rhoads, Purdue University, West Lafayette (College of Engineering); Jennifer Deboer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Mechanics

two experienced Freeform instructors was video recorded over the course of the Spring2016 semester and subsequently analyzed with respect to instructor actions. Continuous videocoding analysis was used to capture how much time these two instructors dedicated to variousinstructional activities such as assessments, traditional lecturing, demonstrations, and writing notesor examples in real-time. The analysis provides a clearer picture of how and when these twoveteran instructors employed active, blended, and collaborative approaches in their classrooms.The implications of the analysis are two-fold. First, we strive to improve Freeform instruction atour institution by providing instructors with an opportunity to reflect on their

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

movingforward/being stalled in the engineering undergraduate pathway.This perspective shift is further reflected in Sara’s statement that Pre-Calc students are “notthrilled” to be in a course “below where they need to be starting,” which is a surprisingly deficit-based statement about where the Pre-Calc students are in relation to their peers who areapparently superior by virtue of their initial positions (Calculus I or beyond) in the mathsequence. Sara’s words partially confirm Liza’s belief, presented above, that Pre-Calc is a“weed-out” class designed to filter out those who are not worthy of proceeding through theengineering math curriculum and in conjunction, engineering degrees. Again, this is incongruouswith the initial goals of the GS Program

Conference Session

Women in Engineering Division Technical Session 5

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicole Yates, National Society of Black Engineers; Roberta Rincon, Society of Women Engineers

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

leader.” – Asian American EngineerA few participants indicated that they had worked as interns or during college for certaincompanies. They reflected on the importance of the support that they had received from theircoworkers, as well as the value of having that work experience when it came time to look for a jobafter graduation. “As I was going to school, I was also working full-time at the CAD designers. I worked in the industry another four years prior to working as an engineer. My coworkers were willing to help me with homework. My employer was very acceptable and very supportive of me going to school, so they allowed me to work out hours to make up those hours.” – Asian American Engineer “I started off

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

families are invited to one of SfT’s partner institutions, including theMuseum of Science and Industry, The Field Museum of Natural History and the PeggyNotebaert Nature Museum.The question the SfT initiative explores is if there are changes in participants’ and out-of-school time organization leadership’s attitude towards STEAM, as well as a gain in contentknowledge. To study this question, participants are given a survey gaging their attitudes andknowledge about STEAM before and after each module. Additionally, all instructors arerequired to complete Activity Journal Logs after each of their class sessions. These journalsallow instructors to reflect on their classes and help to identify where they needed moresupport from the SfT initiative

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cory Cooper, United States Air Force Academy; Daniel D. Jensen, United States Air Force Academy; Michael Lawrence Anderson P.E., United States Air Force Academy

Tagged Divisions

Design in Engineering Education

incorporate all four of the phases in the cycle: Concrete Experience,Abstract Hypothesis & Conceptualization and Active Experimentation. However, if the capstoneexperience is one of the first times that formal design process is introduced to the students, theopportunity for Reflective Observation becomes more difficult as the students are literallythrown into a high intensity design process where failure to develop a good product or systemcould lead to failure to obtain their engineering degree [17, 11, 18]. Concrete Experience (dissection, reverse engineering

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experiments and assignments. This sample and the teamingenvironment reflected several similarities to the first-year engineering programs for which thisinstrument was intended. An email introducing and containing a link to the online survey wassent to all students during the final days of the course. Response rates were extremely low (≈7%) due to the timing of the survey and lack of in-class announcements. However, the fewresults that were obtained demonstrated that students would identify others outside of their teamsand even their sections, through use of the free-response questions.The final version of the survey consisted of a cover letter describing the purpose of the researchand data collection, a prompt asking the students to indicate all

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica J. Lofton, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

began as a week-long residentialexperience, with counselors and mentors leading more of the workshops than faculty. Theworkshops are less technical than those offered at the high school level, but reflect the broadintroduction to multiple engineering disciplines and computer science. The program also advisesparticipants how to prepare for future studies in STEM. Middle school is a critical age for youngwomen where self-confidence and perceptions of others have a big impact on actions anddecisions. A well-known study has shown that young girls have gendered perceptions of STEMeven as middle school students [8]. By reaching the girls at a younger age, the program aims toincrease the STEM pipeline and encourage more young women to explore and

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

(engineeringmanagement is the most popular). And yet, the number of students enrolled in the CU TeachEngineering concentration does not nearly reflect the scale of interest initially expressed by theundergraduate engineering student body on a 2012 survey: while one-quarter of the almost 1,000respondents indicated an interest in K-12 teaching on the survey, just 14 students are currentlypursuing the CU Teach Engineering concentration. What is keeping those who indicated ahypothetical interest in K-12 teaching from enrolling in it and pursuing secondary STEM teacherlicensure as part of their engineering degrees? This paper seeks to begin probing this complexquestion by taking a historical perspective, integrating data from the initial launch of the programwith

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

incorporated in the form of educational technology to promote effective pedagogy, whichhas fostered the development of a new conceptual framework termed as the technological-pedagogical-content-knowledge (TPACK).2-4 The concept of TPACK reflects the status oftechnological, pedagogical, and content knowledge of educators.3 Moreover, the intersection ofthe three constitutive knowledge domains of TPACK, viz., technology, pedagogy, and content giverise to four additional knowledge domains, viz., technological pedagogical knowledge,pedagogical content knowledge, technological content knowledge, and technological pedagogicalcontent knowledge.4It is believed that the application of TPACK framework can make its three core knowledgedomains complementary to

Conference Session

Graduate Education Model, Industry and Practitioner Experience - Graduate Studies Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Joanne Lax, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

large universityin the Midwest with more than 3400 graduate students spread among 13 different engineeringprograms. This sample size, though small, is sufficiently large for quality qualitative work in thisinitial exploration.33 This small sample size was also a reflection of the limited population ofreturners. A potential list of students was initially identified through Graduate School records,sorted by the number of years between the BS or MS degree and when the students started theirPh.D. With those criteria, only 29 domestic engineering students at the University met ourdesired conditions. We emailed these students to invite them to participate in the study andscheduled interview times with those who responded. The demographic data for our

Conference Session

Thinking Globally, Acting Locally: The Role of Engineering Education towards Attaining UN Sustainable Development Goals

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Mercedes Ward, University of Utah; Tariq Banuri, University of Utah; Sajjad Ahmad, University of Nevada, Las Vegas; Rasool Bux Mahar P.E., Mehran University, Pakistan; David Lawrence Stevenson, University of Utah; James A. VanDerslice, University of Utah; Kamran Ansari; Abdul Latif Qureshi

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Community Engagement Division, Liberal Education/Engineering & Society, Minorities in Engineering

,  implement  integrated  water  resources  management  at  all  levels, including through transboundary cooperation as appropriate  6.6  By  2020,  protect  and  restore  water‐related  ecosystems,  including  mountains, forests, wetlands, rivers, aquifers and lakes  The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with  the  Water  SDG  targets.  The  subsequent  section  presents  the  multi‐level  assessment approach and results. The final section discusses the challenges and successes of the USPCASW project  with  particular  reflection  on  the  benefits  of  having  a

Conference Session

Electrical and Computer Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meeko Oishi, University of New Mexico; Vanessa Svihla, University of New Mexico; Victor Law, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

conceptualgains on a concept inventory, but made smaller gains on final exam problem solving questions,compared to a traditional classroom.Overall, we see the collaborative quizzes as a well-aligned assessment tool for the active learningclassroom. This approach fostered improved co-regulation skills, and students who started withthe lowest levels of conceptual knowledge had similar course outcomes to those who began withhigher scores.In reflecting on our observations of the course, we also feel the collaborative quizzes were well-received. The majority of students participated fully and were engaged with the materials. It wasnot uncommon to hear students in extended discussions, particularly about the latter questions inthe quizzes, which tended to

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pryce Davis, University of Nottingham; Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Divisions

Educational Research and Methods

theengineering workforce as a social context—making sure you succeed by ensuring you receivethe credit you are due. It is only at this point that the interaction moves from passive supervisingto active mentoring.We can also say something about the nature of Will’s stance toward mentoring in this vignette. Itwould seem that Will was not actively positioning himself in a mentoring role until the needarose. The long pause Will takes between the giving praise and giving advice could suggest it isan afterthought. Furthermore, his cursing about Gary might suggest this advice reflects hisfrustrations with Gary more than a desire to mentor Curtis. The reasons behind this passiveattitude toward Curtis is unclear, but we should point out that Curtis had only

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

steps to their project. Questions 6 & 7 addressed identification and elimination ofwaste to ensure that students learned the types of waste defined by lean methodology anddemonstrate they could identify areas in which their senior design projects wasted time andresources. The feedback from these responses was grouped by the most common answers,including the 8 categories taught in lecture, as well as wastes that were applicable to studentprojects but did not fall into one of the major categories. Post-survey question 8 allowed studentsto show that they could identify non-value adding activities and value adding activities, andconstruct a value stream map. Question 9 had students reflect on the basic idea that customerdefines value, and is

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Engineering Education, 2017 Paper ID #18164Mr. Kai Jun Chew, Stanford University Kai Jun (KJ) Chew is a Research Data Analyst in the Mechanical Engineering department at Stanford University. He is currently working closely with Dr. Sheri Sheppard on two fronts: introducing reflec- tive activities as part of the Consortium to Promote Reflection in Engineering Education (CPREE) and implementing the Continuous Improvement Program as part of the ABET evaluation. Born and raised in Malaysia, KJ received his Bachelor of Science in Mechanical Engineering at the University of South- ern California (USC) and his Master of Science in the

Conference Session

Assessment and Liberal Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sean Ferguson, University of Virginia; Rider W. Foley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

, the characterization of asbestos ascarcinogenic, and the Challenger explosion—forced professional engineers to reflect on their role insociety and their ethical responsibilities for humans and the environment1. After a decade ofproducing accreditation requirements ABET responded to a confluence of pressures, issuingEngineering Criteria 2000 (EC2000) that broadened the scope of learning outcomes and cededassessment practices to educators and school administrators. Engineering education institutions drewupon expertise from ethics, history of technology, science & technology studies (STS), philosophy,and professional practitioners to develop new curriculums in response to these requirements.Engineering schools also engaged in efforts to

Conference Session

First-Year Programs: Design in the First Year

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie R. Gomez, University of New Mexico; Sophia Bowers, University of New Mexico; Abhaya K. Datye, University of New Mexico; Paige Prescott, University of New Mexico; James Scacco, University of New Mexico; Jordan Orion James, University of New Mexico; Nicolai Loner, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

abandoned mines. The launch video and design briefincluded information on the more than 15,000 abandoned mines in New Mexico that threatensafe access to water, how acid mine drainage occurs, a brief history on why mining wasbeneficial to the state, and how mining disasters have had and continue to have myriad negativeconsequences for people and the environment.Students were guided to conduct research on the problem and existing solutions, as well asresearching ways to engage with communities that might be mistrustful of outsiders. We felt thiswould provide them an opportunity to reflect on engineering ethics. They gave 5-minute pitchesof their solutions, following similar guidelines for the previous pitch.Data collection and analysisStudents

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine C Tetrick, Washington State University; John B. Schneider, Washington State University; Charles Pezeshki, Washington State University

Tagged Topics

Diversity, NSF Grantees Poster Session

differently. When faced with a difficult problem, some children give up or displaypatterns of avoidance believing that they cannot solve the problem. Other children view theproblem as a challenge believing that they can solve it with enough time and effort (Dweck andReppucci, 1973; Dweck, 1986). Later, she studied the effect a child’s beliefs about themselveshad on a child’s goals using the model that a child who viewed their intelligence as a fixedquantity would choose goals that reflected that belief and a child who viewed their intelligenceas a changeable quantity would choose goals in accordance with that belief (Dweck and Leggett,1988). Dweck went on to label these mindsets “fixed” and “growth,” respectively (2008). Inadvocating for mindset

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

the environment that served toenable students’ perceptions of access ranged from effective signage above equipment andmachinery, to furniture that made the room both functional and comfortable. In addition tostructural features of the environment, aural characteristics such as music served to makespaces more inviting and “laid back,” as well as offered a buffer to the loud backdrop of themachines.More often, the data revealed the ways in which features of the space served as a barrier toaccess, including locked doors, cluttered and crowded rooms, and poor directional signage.Organization of the makerspaces in relation to one another prompted reflections on the impactof having equipment spread throughout multiple rooms and the inconvenience of

Conference Session

Environmental Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bradley A. Striebig, James Madison University

Tagged Divisions

Environmental Engineering

Annual ConferenceThe proposed curriculum was developed based on the complex and scientifically well-researchedChesapeake Bay Watershed, in which the college is located and greater than 95 percent ofparticipating students are permanent residents. The course also reflects other common place-based characteristics, including a broad philosophy of understanding critical to earth systemsengineering and a connection to the self and the community-based problem students wererequired to study. Place-based pedagogy also helps to incorporate sustainability concepts into amath-intensive systems engineering course.28 “Pedagogy of place challenges all educators toreflect on the relationship between the kind of education they pursue and the kind of places

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Catherine Clark Hain, Mansfield Public Schools; Wendy Christine Turek; Arash Esmaili Zaghi P.E., University of Connecticut; Alexandra Hain, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

, erroneously, referenced only within the arts, yet itsdevelopment and nurturing is critical to the sciences as well. Unfortunately, rigid curricula, anover-emphasis on standardized testing, and increased identification and medication of studentswith ADHD all contribute to a decreases within several dimensions of creativity 1.Creativity and innovation, within a supportive structure, are requisite components for reliablydeveloping solutions to complex problems. This is true at an elementary level, but also as itapplies across the learning continuum and eventually, to the workplace 34. The role of individualcreativity is integral to organizational innovation and the highest levels of innovation occur whenthis relationship is symbiotic 38-41.Reflections

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

/learningstyles/ilsweb.html​.The primary results important for this report is the Visual vs. Verbal categories. Note the muchlarger numbers of students for whom their learning preference is for visual information ratherthan verbal. The full results are given in Table A1, which shows that more students have a‘strong’ (strength of 9 or 11) or ‘moderate’ (strength of 5 or 7) preference for visual information(total of 397 students) rather than ‘strong’ or ‘moderate’ preference for verbal information (totalof 27 students). Table A1: Learning style questionnaire results to date of Introduction to Engineering students.Numbers given are total number of students reporting a strength value in each (paired) category. Strength Active Reflective Sensing