Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

awareness of their own identities as writers and asengineers through their work facilitating, suggesting that the writing studio model providesan opportunity for writing center tutors to engage in metacognitive thinking about their owndevelopment as a disciplinary writer.The facilitators did note the difficulty in keeping their roles as engineering student separatefrom facilitator, and noted that they had to negotiate when to bring in their engineeringknowledge and when to act as an outside audience. One facilitator noted in her session notes,“An interesting reflection for me during this studio was that my first tendency when workingwith engineering students (especially those that I know in some context) is that I transitioninto being a team member

Conference Session

Software Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cam Macdonell, MacEwan University; Heidi J.C. Ellis, Western New England University; Darci Burdge, Nassau Community College; Lori Postner, Nassau Community College; Gregory W Hislop, Drexel University (Computing and Informatics)

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

Source Day did notfulfill the participants’ expectations. Or the convergence of the post-experience survey maysimply reflect that the women had a better understanding of HFOSS by the end of the day and soresponse became more similar across ethnicities.Opinion results breakdown by age - The opinion responses were also analyzed by agecategories. Significant positive change was found in age categories “20-21” and “over 24” onH3, “consider taking more courses”. This mirrors the significant change for the total set ofrespondents. Sample sizes in the other age categories were much smaller and no significantdifferences were detected. White Hispanic Asia/Pacific Item Pre Post P Pre

Conference Session

International Collaborations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Qing Lei, Beihang University; Deborah M. Grzybowski, Ohio State University; Dongya Cheng, Tibet University

Tagged Divisions

International

), Engineering Ethics(Song Zhang), EngineeringEthics(Zhengfeng Li, Hangqing Cong, Qian Wang, etc.). All of them are classic andcommonly used. Methodologies including keywords extraction, text analysis andcomparative research are used to compare the six textbooks from the dimensions of style,frame, topics and cases.By the comparative study of two of the world’s leading countries in engineering education,the similarities, differences and features of engineering ethics educational contents in bothcountries are revealed. The generalities reflect the common foci of engineering ethicseducation. Engineering ethics textbooks set forth the basic concepts, theories and principlesof engineering ethics firstly; then according to the special requirements of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Ye Yuan, Nantong University; Jing Yan, Nanjing Forestry University; Justin R. Allison; Jianjun Yin, Jackson State University

Tagged Topics

Diversity, NSF Grantees Poster Session

facilitated with question prompts on self-regulated learning andcreative problem solving. These question prompts served as the scaffolding for creativeproblem solving and included metacognitive prompts, procedural prompts, elaborationprompts, and reflective prompts, as well as prompts for creative problem solving strategies.Sixty-four participants among those students were voluntarily recruited for interviews toexplore the follow-up effect of Scaffolding for Creative Problem Solving at least one yearlater after they participated in the community service learning with the scaffolding. Thefindings from the interview reveal that students have adopted some strategies ofself-regulated learning and creative problem solving and deemed the benefits from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

Tagged Topics

Diversity, NSF Grantees Poster Session

students draw on a higher number of identities when navigating theirdoctoral experiences when compared with undergraduates [17], leverage the past and the futurewhen making decisions for the present [16], and seek ways to integrate their identities into theirresearch projects and graduate experiences [15].Quantitative Instrument Development and DeploymentIn addition to describing the experiences of students and identifying key themes and features ofthese experiences, results from IPA analysis informed item development for a quantitativeinstrument. We developed novel Likert-type survey measures of graduate student future timeperspectives, identities, identity based motivations, and experiences to begin establishing itemsthat reflect graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee Cole, University of Iowa; Juliette M. Lantz, Drew University; Suzanne Ruder, Virginia Commonwealth University; Gilbert J. Reynders III, University of Iowa; Courtney Stanford, Virginia Commonwealth University

Tagged Topics

NSF Grantees Poster Session

) discover how to observedifferent process skills during group work. Participants explore the process skill definitions andthen reflect on ways they can elicit these skills in their own classes. In order to model an activelearning classroom where process skills could be observed, an introductory sample assignmentwas developed on a topic that was accessible to all participants. Participants complete theactivity in groups and then reflect on the process skills that were employed while working on theactivity.In the remaining modules, participants explore the rubrics to familiarize them with the generalstructure, then use two different rubrics to assess students in an authentic context. In the module‘Student Interaction Rubrics.’ participants examine

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; D. Andrew Brown, Clemson University; Christy Brown, Clemson University; Kristin Kelly Frady, Clemson University; Marketa Marcanikova , Clemson University ; Sez Atamturktur Ph.D., Clemson University; Stanley N. Ihekweazu, South Carolina State University; Michael A. Matthews P.E., University of South Carolina; Robert J. Rabb P.E., The Citadel; Richard H. Roberts Jr, Florence Darlington Technical College; Ikhalfani Solan, South Carolina State University; Ronald W. Welch, The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

required by state reporting guidelines where possible, and existing coursearticulation agreements for alignment of math placement information. Qualitative data from focusgroups have been collected by the same two researchers in each setting, with a core set ofconsistent prompts.Descriptive validity. We have recorded each focus group session with two independent audiorecording devices, then had the audio files transcribed verbatim through a secure third partyservice. Each audio file was verified against the recordings prior to analysis. Written artifactsgenerated in the focus group were labeled and photographed before analysis.Evaluative validity. Each member of the qualitative analysis team submitted written responsesand reflections to bracketing

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Holly Larson Lesko, Department of Engineering Education, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, School of Public & International Affairs, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Veronica van Montfrans; Andrew L. Gillen, Virginia Tech; Tawni Paradise, Virginia Tech Department of Engineering Education; Sarah Anne Blackowski, Virginia Tech; Liesl M Baum, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

implementationThe practice run element holds the space in the process where recruited university studentfacilitators receive training in the curriculum(s) for that month so they can be prepared to supportthe in-classroom activities. While student facilitators were not initially included in the NSFITEST proposal, their engagement in the classroom provides extra hands to support the activitieswhile serving as an engineering role model to the 6th grade students and teachers. All of thestudents volunteering for the program are pursuing degrees in engineering or science- andtechnology-related fields. As indicated by Figure 2, there is a loop from observations, reflections,and artifacts back to intervention design indicating a continuous improvement model

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University

Tagged Divisions

Entrepreneurship & Engineering Innovation

students are led through a discussion of heuristics and errors from cognitivebiases. They then self-reflect on their own failures in judgement and self-assess factors thatinfluence their behavior. While students seemed to engage with the content more on commentedfavorably about the content in this module being exciting and relevant, the reduction in emphasisof critical thinking theory coupled with the reduced emphasis on the practice of evolution peersanalyses likely reduced the potential learning gains in critical thinking.2017-2018 – This year brought two more modifications: 1) Digital Storytelling was introduced toimprove communication of innovative ideas and 2) the (PREP)ARE modular structure [16] wasintroduced into the online course

Conference Session

Two-year College STEM Programs Meeting the Needs of Industry

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yvette E. Pearson P.E., Rice University; Canek Moises Luna Phillips, Rice University; Margaret E. Beier, Rice University; Jacqueline Gilberto; Stephen P. Mattingly, University of Texas, Arlington; Ann Saterbak, Duke University; Yuting Sheng, Rice University; Anila K. Shethia, Rice University; Rui (Roy) Sun, Rice University

Tagged Divisions

Two-Year College

moreclearly addressed the targeted student population(s) in their project summaries. By contrast, theydid not improve in their abilities to align evidence-based strategies with institutional/programneeds and to present research questions that showed potential for knowledge generation or toidentify multiple areas of far-reaching, plausible, and measurable broader impacts, includingthose related to STEM workforce development and graduate school placement.One of the limitations of our analysis is that the post-workshop summaries were collectedimmediately following the workshop, and thus are not necessarily reflective of the summariesthat were actually submitted with the proposal. We believe after participants returned to theirinstitutions and used the

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Joseph Bechtel, The College of New Jersey; Karen Chang Yan, The College of New Jersey

Tagged Divisions

Design in Engineering Education

topics in sustainability through a presentation on life-cycle assessment (LCA) and a hands-on activity using a sustainability simulation tool. Followingthe SolidWorks Sustainability tutorial [11], the students modified materials assigned to a mugdesign. In the modifications, they also sought to reduce the total material used. The changes indesign and material were examined using LCA that characterized the environmental impacts interms of Carbon, Energy, Air and Water.Post SurveyFollowing the in class activities, the two groups were asked to answer Questions 8-14 in the presurvey in addition to a question to reflect on the effects on the respective in class activities.Results and DiscussionBoth the pre and post activity surveys were conducted in

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeffrey C. Evans P.E., Bucknell University

Tagged Divisions

Liberal Education/Engineering & Society

outcomes were formulated.By the end of the course students are expected to: • Be better prepared for meaningful involvement with a rapidly changing world characterized by diverse individual perspectives, globalization and multi-cultural interactions, and scientific/technological innovation. • Have taken advantage of opportunities to build and enhance abilities to understand the social and natural worlds around them; to analyze, evaluate, and integrate the information available; and to synthesize and communicate thought effectively. • Have enhanced their intellectual and academic development by exposure to knowledge, concepts, and/or experiences that reflect different cultural frames of reference

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Kerice Doten-Snitker, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Ella Lee Ingram, Rose-Hulman Institute of Technology

Tagged Topics

Faculty Development Constituency Committee

teams, we adopted a participatory action research approach. This approach recognizesthe capabilities and valuable input of research subjects, undermining the traditional hierarchybetween researcher and subject; it incorporates collaboration into research design andmethodology [7]. As in a fruitful partnership, participatory action research works to create clearcommunication about goals and outcomes, and proceeds reflectively. Besides being a specificethical approach to social science research, participatory action research is especially suited tothe study context: the RED teams are comprised of individuals who are disciplinary experts inengineering and computer science fields, in social science, and in education research, allconducting their

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Mohammed Sayer Elaraj, Alaqsa University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

career. Table 1: Male/Female Students Response - Part 1The first part of the survey Survey Questions Male Femaleconsisted of three questions on the 1. My school did prepare me extremely well for 3.00 3.46 college?quality of K-12 education in State 2. Preparing female students for career in STEM 3.85 4.65of Qatar in preparing students for a should be a top priority for schools in QatarSTEM careers. Students were asked 3. Comparing to other countries, Qatar is a doing 3.85 3.86to rank their viewpoints based on a a great job in teaching STEMscale of 1 to 5 with 5 being Strongly Agree and 1 being Strongly Disagree. Table 1 reflect

Conference Session

Humanitarian Engineering, Social Entrepreneurship and Communitarian Innovation in the Global South

Collection

2018 ASEE Annual Conference & Exposition

Authors

Diana Duarte, Universidad Sergio Arboleda; Luis Alejandro Angel; MARÍA PAULA FLÓREZ JIMÉNEZ P.E., Universidad Sergio Arboleda; Camilo Andrés Navarro Forero P.E., Universidad Sergio Arboleda Colombia South America ; David Leonardo Osorio P.E., Universidad Sergio Arboleda.

Tagged Divisions

Community Engagement Division

wants its graduates to be able to reflect critically on the practices of engineeringto know why, how, when and whether to use engineering in the co-creation of fair and sustainablesolutions [3] or not. In Colombia, the initiative Ingenieros Sin Fronteras at Universidad de LosAndes is focused on educating engineers capable of proposing feasible, profitable, environmentallyresponsible, socially inclusive, innovative, technically possible, high-impact and sustainablesolutions [4].In line with these examples, this paper presents the proposal of the Humanitarian EngineeringEducational Program in Universidad Sergio Arboleda in South America, as an innovative proposalin engineering education who’s aim is for students to become professionals who can

Conference Session

Active learning in BME, Session II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia

Tagged Divisions

Biomedical Engineering

experiences,other courses in the curriculum, and their own career goals. Some of these questions askedstudents to reflect on and self-assess their own learning processes. Practice problems were low-stakes, “lightly graded” (for completion only) problems that were similar to homework and testproblems. For the first unit of the course, students were required to complete Portfolio 2(blended) to expose them to the active learning–based style. This experience allowed them tomake an informed choice of their preferred portfolio for Units 2, 3, and 4. A student choosing thetraditional portfolio was instructed to complete only the homework and test for the unit. Studentswho were undecided were allowed to complete the low-stakes activities and choose

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

concepts mentioned during the lecture anddiscussion to employ the analytical thinking abilities of the students.3. Module Descriptions3.1 Module One The first module focused on the basic interactions of white light with diffractionglasses, bulk/transparent objects (triangular and rectangular prisms), and dyed waters incomparison to the interaction of lasers with similar materials. The students were given flashlights,laser pointers of different colors, and various objects to perform the activity and report theirobservations (Figure 1).The pre-activity was an introduction to several concepts including light as a wave, the four maininteractions of light with materials (absorption, reflection, refraction, and transmission), chemicaldefinition of dyes

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

connections between teaching skills and leadershipskills in the course based on our reflection and feedback from the first version. Our programevaluation uses two surveys: the STEM GTA-Teaching Self-Efficacy Scale 5 and a modifiedversion of Alpay and Walsh’s skill-perception inventory. 6In this paper, we will describe our collaborative design process, strategic partnerships withvarious engineering departments, and enhancements of the integrative approach. Additionally, wewill discuss students’ perceptions of how well the program enhanced their teaching andleadership skills and how much they viewed teaching opportunities as a source of transferableleadership skills.Program OverviewOur program takes an integrative approach in two ways: 1) incorporating

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Topics

Faculty Development Constituency Committee

participation in a TDG, instructors were asked to select at least one research-basedstrategy for interactive teaching that they would adopt in one or more of their courses. They wereasked to share the planning and implementation process with the group, as well as to shareresults of trying the new strategy. Participants were also asked to write a design memo as amechanism to reflect on the change they made and to share their teaching efforts more broadly soothers could learn about the strategy. The memo described the strategy the instructorimplemented, their motivation for selecting it, how they implemented it in their course, andpotential challenges others might face in implementation.Groups were very flexible in terms of structure but were designed to

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

Pre-College Engineering Education

contentstandards is also part of a larger educational shift towards standards-based education. As anexample of this shift, the Common Core standards for English and Mathematics were adopted byforty of the fifty states (although later repealed in a few states).In 2010, the National Academy of Engineering published a book discussing whether K-12standards should be developed for engineering, and if so how they should be incorporated intothe curriculum. After reviewing several approaches, the authors recommended that engineeringstandard be integrated into existing science standards to emphasize the symbiotic interaction ofengineering and science practices. The conclusion to integrate engineering standards into otherSTEM standards also reflects a larger-scale

Conference Session

First-year Programs Division Postcard Session 1: Retention and Student Success Strategies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hadil Mustafa, California State University, Chico

Tagged Divisions

First-Year Programs

self-reflective essays.In this section, we present an analysis of the collected data from tutors and tutees separately, aswell as an overview of faculty roles and involvement in the program.1. Impact on TutorsIn studying the effects, the service has on the tutors; we focus on the following aspects: • The academic and social impact • The advantages and disadvantages of participating as a tutorAs mentioned earlier, 10 tutors were involved in this study, all seniors, and juniors, with goodacademic standing. A focus group was held at the beginning of the semester to identify thestudents' vision of a successful tutoring service. Based on their prior experience as tutors,students were asked to provide suggestions to incorporate into the new

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Remy Lequesne, University of Kansas; Carl W. Luchies, University of Kansas; Sara E. Wilson, University of Kansas; Elaina J. Sutley, University of Kansas; Matthew F. Fadden, University of Kansas; Chris Melgares, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

’ metacognition so they can build habits of expert learnerswho define their learning goals and monitor their own progress. These principles were realizedthrough student reflection, student engagement, and contextualization of concepts by linking ab-stract concepts to real-world concrete examples. Faculty beliefs were changed as revealed by asurvey that found eight out of eight faculty said, in the last two years of using JTF pedagogy, theirclassroom practice had "changed somewhat or changed significantly." Another survey questionshowed that 7 of 8 felt that their views about teaching had changed "somewhat or significantly."On an open-ended survey faculty were queried, "How do you view your role in the classroom nowas compared to before joining JTF?" A

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college

Conference Session

Architectural Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Negar Heidari Matin, Eastern Michigan University; Ali Eydgahi, Eastern Michigan University; Shinming Shyu, Eastern Michigan University; Payam Matin, University of Maryland, Eastern Shore

Tagged Divisions

Architectural Engineering

individual to carry out taskscomfortably in terms of their photo sensory perception of their environment (Centre for Windowand Cladding Technology, 2017). These metrics are dependent on various factors including lightintensity, direction of light source, reflection of surfaces, contrast of surfaces, the nature of thetask being undertaken, and the photo sensory capabilities of the users’ eyes. Among studies focused on daylight performance, Sharaidin (2012) designed anexperiment focused on optimization of the daylight performance through various motionsapplied to responsive facade systems using integrated software. In another study, Wagdy, Fathyand Altomonte (2016) proposed optimum visual comfort metrics such as hourly spatial daylightautonomy

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2018 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ian Derk, Arizona State University; Stephanie Sowl, Arizona State University; Natalie Nailor

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

cohered assignments include, a weekly reflection assignment that asks students to reflectupon how they have applied what they’ve learned in both classes to their project; a projectplanning assignment; and a final design presentation that addresses both an audience that has thetechnical background and a non-technical audience. There are other various project deliverablesthat are designed to help students work through the design process. For example, in theintroduction to engineering class, students submitted problem definition, project proposal, andfinal report deliverables. In the intercultural communication class, students submitted a culturereport about the community at the beginning of the semester that focuses on the culture’s valuesand rules

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

concepts. During summer 2017, a southeastern universityparticipated in hosting one of the seventeen Verizon sponsored STEM Camps. The universityhosted 144 URM middle school boys for three weeks on campus to explore engineering habits ofmind, engineering design principles, and computer science application developmentfundamentals. The camp was primarily facilitated by fourteen student mentors. One of theprinciple elements of the camp was to have mentors that reflected the demographics of thestudent population. As such, the mentor demographics consisted of 12 URM male mentors and 2URM female mentors. Upon conclusion of the summer camp all of the student mentors wereasked to participate in an open-ended survey that inquired about their experiences as

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; Carl W. Luchies, University of Kansas; Rémy Lequesne

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, and feedback from both students andfaculty reflected that this was a major limitation to the effectiveness of this initialimplementation. However, in the course that did share content (CE 562 shared with CE 461“Structural Analysis”), we collected feedback on effectiveness from CE 461 students whoengaged with the videos. Watching the videos was completely voluntary. The CE 461 instructorinformed students that the videos were available and how to access them, but did not requirestudents to watch the videos. 41% of respondents watched video(s) created by students in CE562, and of those who watched a video, 69% of them watched 2-3 different videos. The mostviewed topics were the Conjugate Beam Method (60% of viewers) and Influence Lines

Conference Session

Curriculum and the Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra L. Furterer, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

incorporated the following instructional strategies for the course.  Information providing: Lectures and a course website that provides course materials. Lectures are kept to a minimum, as the student is expected to review the research articles, PowerPoint slides lecture notes, and book material prior to the class session.  Inquiry-oriented reflection-based active learning exercises: Discussions questions are used throughout the class session to discuss the topics covered. The students work in pairs or teams to discuss the material and reflection questions, and then present their ideas to the class.  Cooperative: The students create their own course module consisting of review of a research article

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed