Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney, CYS Structural Engineers Inc.; Chris Swan, Tufts University

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Claudio Cesar Silva de Freitas, Purdue University, West Lafayette; Zachary James Beyer, Purdue University, West Lafayette; Hassan Ali Al Yagoub, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

integrated elements of social justice and CP through differentavenues as part of our goal to establish a DLS. First, we promoted a sense of equity starting fromthe recruitment process until the final presentation. This sense of equity was reflected in ourapproach to reaching out to each student individually without demonstrating privileges to aspecific group of students. We also created a learning environment where tutors and studentscould talk to each other easily throughout the course. This open line of communication seemedto have a strong relationship to the sense of community and collaboration within the classroom.Second, students were able to take decisions in some assignments. Decisions regarding creatingteams, agreeing on due dates, scoping

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Sahar Razavi, Northern Arizona University; Nihal Sarikaya, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

results to thestatewide symposium in April, showed that her confidence and her delivery has much improved.Her self-reported “Skill in science writing” increased from 2 to 3.5; this is an area that we will beable to analyze after she concludes her research and starts creating the poster. Finally, sheexpressed her resilience to the challenges as reflected in the stable score of 4 for “Clarification ofcareer path.” She still intends to obtain a doctorate degree.Melissa has completed her analysis of Cadmium removal with corn as a bio-sorbent. As a resultof her experiments, she concluded that corn is an effective bio-sorbent for higher concentrationsof Cadmium levels, 25 - 80 µg/L, with removal efficiencies of 46% -51%, respectively.To date, she has

Conference Session

Evidence-based Practices in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Zappe, Pennsylvania State University, University Park; Megan Huffstickler, Pennsylvania State University, University Park; Joseph C. Tise, The Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park; Sven G. Bilén, Pennsylvania State University, University Park

Tagged Topics

Faculty Development Constituency Committee

allof the individuals using the modules, it was mentioned as one reason for the effectiveness of themodules. This affordance is reflected in the following quote: Yes. I mean, so first off, the ability to kind of sweeten the pot a little bit by providing some income for faculty, that’s a help, right. Because, okay, we paid you, now you got to produce, right. So as opposed to the past [initiatives], we haven’t had that….Characteristics relating to the people and dynamics working on the project included autonomy andcommunity. The theme of autonomy is related to the theme of flexibility. Many respondents likedthat the modules were there if they wanted them and that the department did not force them on theinstructors. The following

Conference Session

Supporting Faculty in Course Development and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Keith D. Hjelmstad, Arizona State University; Eugene Judson, 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 Divisions

Continuing Professional Development

-post survey was the Classroom Practice Strategies Survey (CPSS) where thefaculty listed the types of instructional strategies they used in the classroom. They listed responsessuch as lecture, active learning, and real world examples. This survey showed the changes overtime in the types of strategies that faculty used in their classrooms and indicates trends in changesin their classroom practice.A third survey was developed and used used to measure the motivation of faculty to implementthree key student-centered instruction strategies of contextualization of content (or real-worldexamples), student to student interactions, and student reflection. The survey uses expectancy-value theory and is called VECTERS (Value, Expectancy, and Cost of

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Damla Turgut, University of Central Florida; Edwin Nassiff, University of Central Florida; Salih Safa Bacanli, University of Central Florida; Neda Hajiakhoond Bidoki, University of Central Florida; Jun Xu, University of Central Florida

Tagged Divisions

Electrical and Computer

post-remediationwith instructional processes and events. Through the leveraging of student achievement data,cyber-enabled adaptive team composition, and real-time monitoring to sustain instantaneousmodeling of the learner, it is likely to realize outcomes that are highly-transportable across awide range of STEM disciplines and levels to transform the efficacy of hands-on learning. Forinstance, Beck [20-22], Heffernan [23, 24], Koedinger [25], Salame [26] and others identifytradeoffs in learning outcomes with online formative assessments through immediate feedback,which is useful for allowing for reflection whereby the student use of feedback becomes a toolfor continuous growth [27-29].Related works utilizing dynamically-formed peer cohorts are

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Saejin Kwak Tanguay, University of Washington; Joyce Yen, University of Washington; Julie Simmons Ivy, North Carolina State University; Cara Margherio, University of Washington; Eve A. Riskin, University of Washington; Christine S. Grant, North Carolina State University; M. Claire Horner-Devine, University of Washington and Counterspace Consulting

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

chose those five social identities. We aimedin this exercise to help displace white privilege from the center of LATTICE practices andoutputs, as well as other privileges like heteronormativity, class status, and career stages.Another purpose of this activity was to understand which identities are most important to groupmembers, how these identities intersect with our work in designing professional interventions forwomen. Additionally, this Identity Examination activity helped LATTICE team membersilluminate and reflect on the aspects of our identity that motivate our work and our engagementin this social/intellectual movement in academic engineering. Further, our professional activitiesshape and are shaped by our lived experiences. Sharing our

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Olivia W. Murch, Purdue University ; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

meeting of Engineering 2 course instructors; they chosehow to address it with their students. While the curriculum includes instruction on providingconstructive feedback in teams, the connection between that part of the curriculum may or maynot have been made explicit at the time peer-to-peer comments were introduced.4.2.1 Lack of detailLack of detail in comments reflects a lack of discrimination in students’ ratings of themselvesand each other. One student received 18 3’s of a possible 20 ratings (4 teammates rating 5dimensions). The comments provided little insight into this unremarkable behavior.Table 1 – Comments about Gwen Yield Little InformationBy Gwen By Teammate #2 By Teammate #3 By

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

or lessacademically successful and then asking them to reflect on their future goals has beendemonstrated to impact the goals listed [17]. Action-readiness is the process by which salientidentities prompt individual to engage with related activities, and how these activities impacttheir overall motivation [14]. Interpretation of difficulty refers to the ways in which studentsrespond to failure. In the case of identity-congruent tasks, it signals that the task and identity areimportant and require more effort. For identity-incongruent tasks, failure indicates that theidentity is unlikely or unimportant, and one should withdraw from the task.To assess dynamic construction among EDS, salient identities and relevant contexts were drawnfrom the

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; Alan Melchior, Brandeis University; Matthew Hoover, Brandeis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

analysis, controlling for Gender, Race, Honors Courses at Baseline, Family Income, and ParentalSupport for STEM with added interaction variable for female program participants.B. Interest in Majoring in STEM-related FieldsThe positive impacts on STEM-related attitudes were also reflected in reported interest in STEMmajors at college, though with a clear distinction between Engineering and technology-relatedmajors and other STEM fields. Exhibit 7 shows the percent of all first year college students whoare “very interested” in majoring in the specified field (i.e., reporting a 6, 7, or “alreadydeclared” on a 7-point scale measuring interest in specific college majors). The calculations ofstatistical significance and the odds ratios are based on a

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathias J. Klenk, Technical University of Munich; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

address these questions, we interviewed 13 new engineering graduates within 1-2 years ofcompleting their bachelors degree, analyzing participant-produced critical work-relatedincident narratives against a framework of transformative learning [20]. As one of theprominent theories of adult learning, transformative learning describes learning as “theprocess of using prior interpretation to construe a new or revised interpretation of themeaning of one’s experience in order to guide future action” [20]. It offers a usefulframework for examining events that have been meaningful for the participants themselves[21] distinguishing between five different dimensions in these experiences: 1) meaningful events in actions, reflected in the behavior of the

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Nicole M. Smith, Colorado School of Mines; Greg Rulifson P.E., Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Linda A. Battalora, Colorado School of Mines; Emily A. Sarver, Virginia Tech; Rennie B. Kaunda , Colorado School of Mines

Tagged Divisions

Engineering Ethics

on specific reading material and/or video content. The coursealso includes a field trip that provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of

Conference Session

Perspectives on Diversity, Equity, and Inclusion Beyond the Undergraduate Years

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cliff Fitzmorris, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

-five minutes and thelongest interview was fifty-eight minutes. We provided the participants with the interview questions severaldays in advance to allow them to reflect upon the questions.C. Data AnalysisThe interviews were audio-only, conducted via telephone, and recorded for later analysis. The audio datawere coded directly without transcription using qualitative analysis software (NVivo 11) with an initial codeset that had been developed from the research questions and the interview questions. The code set containedtwenty-two codes with four codes added as emergent codes during the coding process. One author(Fitzmorris) conducted the interviews and coded the interview data. Once the data were coded, all threeauthors listened to selected

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

ofpeople” [24], Brown et al. [32] outline the construct of discursive identity to investigate the waysin which individuals’ identities are developed through discourse. This perspective discussesidentity as enacted through language, social interactions, and interpretive processes: discursiveidentity “reflects an understanding that speakers select genres of discourse with the knowledge(tacit or implicit) that others will … interpret their discourse as a signal of their culturalmembership” [32]. Discursive identity aligns with the sociocultural view of identitydevelopment, in which an individual’s presentation of oneself to a community, and thecommunity’s recognition of the individual as a kind of person, is central to an identity. Thisperspective

Conference Session

Hands-On Projects and Demos

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lucas James Landherr, Northeastern University; Courtney Pfluger, Northeastern University; Ryan A Koppes, Northeastern University

Tagged Divisions

Chemical Engineering

activities (98 percent of 44 survey respondents), especially big equipment (over 80 percent).Students enjoyed the discovery experiments (more than 83 percent) but had mixed feedback ondealing with open-ended aspect of discovery experiments, with only half of students appreciatingthe open-ended structure. With respect to the open-ended design project, approximately 62 percentfelt comfortable with open-ended design.Shortly after 2010, in response to student feedback and instructor assessment of the courses, bothLab I and Lab II each became 2-credit hour courses to reflect the quantity and quality of workaccomplished. In the sixteen semesters over eight academic years following the full transition,various instructors have attempted to further improve

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benedikt von Unold, Stanford University; Annette Isabel Böhmer, Laboratory for Product Development and Lightweight Design; Tua A. Björklund, Aalto University Design Factory; Nicolas Ledl, Stanford University; Udo Lindemann, Laboratory for Product Development and Lightweight Design; George Toye, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Design in Engineering Education

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, Pennsylvania State University; Kirsten S Hochstedt, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University; Esther W. Gomez, Pennsylvania State University; Manish Kumar

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering

Tagged Divisions

Design in Engineering Education

diagrammatic structures that areable to reflect ideas. Beyond its expressive visualization and communicative role the map allowsthe designer to construct a simplification and abstraction of space, manipulating image and ideain the process of exploration [31]. Like diagramming, map-making is a subtractive processimplying a fixation on one aspect of the world, be it roads, geology, or fluid current [32], [33].Through observing and marking the map, decisions are made of what is seen and what omitted.Strategic thinking is embedded in such work, an active thinking process which can serve as anexploratory design tactic.Furthermore, the designer’s engagement in two active processes of map-making, observation andannotation, add additional value. Through

Conference Session

Accreditation and the BOK

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

and2016-2017 was that only 4% of the 2011 students rated experiments among the five leastimportant outcomes [12]. Three other outcomes were also very different in the extent to whichstudents rated them among the five least important outcomes: mechanics (35% in 2011), lifelonglearning (26% in 2011), and contemporary and historical issues (17% in 2011).RQ3. Outcome AdditionsSenior student feedback on ten potential additional BOK outcomes from the in-class exercise issummarized in Table 3. Key references that support the importance of these KSA outcomes arenoted. Only the potential outcomes assigned to the students during the in-class exercise areshown, and the list should not be considered exhaustive. The comments reflect the group of twoto three

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

) hierarchy of needs. We selected these two scholars’ diagrams for referencebecause they closely reflect the goals of our conceptual framework for engineering thriving. Forexample, both Norrish’s and Maslow’s diagrams are based on the theories of optimal humanfunctioning, connect several competencies studied in depth by other researchers, are measurable,and apply to educational settings. Figure 2 illustrates these two diagrams of human thriving.Figure 2. Visual representation of Positive Education, adapted from Norrish (2013) andMaslow’s Hierarchy of Needs, adapted from Maslow (1970).Next, we reviewed Norrish’s and Maslow’s justifications for their visual frameworks of humanthriving and adapted the aspects that best applied to our conceptual

Conference Session

Women in Engineering Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler P.E., Boise State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

traditionally-aged collegestudents who are white and cisgendered.While more quantitative data can provide essential big picture data, qualitative case studies havethe advantage of highlighting specific experiences, focusing on the particular instead of thegeneral [15]. In other words, case studies provide rich context and detail, though researchersmust be careful about generalizing what they find. In addition, assessing women’s experiencesmore quantitatively may not be possible because of the number of women present in a givenengineering program (the MSE program studied here has only 6 women out of a cohort of 22enrolled in the senior project course) and because their grades or other methods of numericalevaluation may not adequately reflect their

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

grades obtained in ‘A’ level examinations(as used for entry to University), was higher than students seeking entry to technologysubjects. It is not without significance that Huitching’s first publication was titled “Why sopure? (Item 27). It reflected a deeply held division in English culture. But of greatersignificance to the thesis offered here is the fact that the term “technology” is used in hismajor report (item 29), and this is taken to be synonymous with “engineering”. At the timethere were very few departments with technology in their titles in the universities but verymany departments of engineering of one kind or another. Given that schools were repeatedly asked to address the attention of the shortage ofengineers it might have been

Conference Session

Communicating Across Cultural and Epistemological Boundaries

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

three key features: a specializedknowledge base, self-regulation, and a commitment to public service— [1-3] elements that havebeen historically codified into a set of ethical guidelines [1, 4, 5]. While these guidelines—Professional Codes of Ethics—may help engineers appreciate what not to do [4, 5], they areinsufficiently specific to guide novice engineers through ethically ambiguous situations. As early20th century artefacts, they also tend to reproduce structural inequities embedded in the history ofthe profession, and thus fail to reflect the experiences of historically underrepresented groups ofengineers [6-14]. The Canadian Engineering Accreditation Board’s (CEAB) pairing of ethics andequity [15] demands that we look beyond the codes to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

-1711533. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] Paulson, D. R., & Faust, J. L. (1988). Active and Cooperative Learning. Los Angeles: California State University, Los Angeles. Retrieved from http://www.calstatela.edu/dept/chem/chem2/Active/index.htm[2] Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.[3] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alissa Ruth, Arizona State University; Tameka Spence, Arizona State University; Joseph V. Hackman, Arizona State University; Jennifer Velez M.Ed., Arizona State University; Hope Parker, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineering, theimportance of feedback and the importance of multiple perspectives than males. This puzzlingfinding is a result of small differences between males and females at both baseline and post.Females had slightly lower scores at baseline and slightly higher scores at post than males (SeeTable 1). While neither of these were statistically significant, they reflect that females hadgreater overall gains in scores than males. Assessing the change in scores within gender showedthat, at post, females saw significant improvements in attitudes towards engineering, importanceof feedback, growth mindset, and the importance of multiple perspectives when compared totheir pretest scores. At baseline, we observed no significant differences by

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tristan Ventura, Rutgers University; Abdallah Khreishah, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Durga Misra, New Jersey Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

conclusions or recommendationsexpressed in this paper are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] Geometric Optics, PhET, Available at: https://phet.colorado.edu/en/simulation/geometric-optics [Accessed 5 Aug. 2017].[2] B. Alberts, “Prioritizing science education,” Science, vol. 328, pp.249-249, Apr. 2010.[3] I. E. Allen and J. Seaman, Class Difference$: Online Education in the United States. Babson Survey Research Group, 2010. Available: https://files.eric.ed.gov/fulltext/ED529952.pdf. [Accessed December 29, 2017][4] T. de Jong, M. Linn, and Z. Zachariam “Physical and virtual laboratories in science and engineering Education,” Science, vol. 340

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

Tagged Topics

NSF Grantees Poster Session

, Oxnard College, Santa Barbara City College, and both the ComputerScience and Information Technology departments of CSUCI. One of the first areasdiscussed was that the curricula at the community colleges and the BSIT program havediverged. Reflective of this is the incoming students surprise at how few of theircommunity college courses are transferring as disciplinary credit. The primaryrecommendation from this review of the data is the recommendation that the feedercommunity colleges and CSUCI faculty assess curriculum realignment.All parties are enthusiastic and future meetings are planned to reassess the curriculaalignment in order to assist student progress in transfer and completion. It is noteworthyto look at why this is important and what

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan L. Burkett, University of Alabama; Sally Gerster, University of Colorado; Todd Freeborn, University of Alabama; Debra Moehle McCallum, University of Alabama; Rachel M. Frazier, University of Alabama; Eric R. Giannini, RJ Lee Group

Tagged Topics

NSF Grantees Poster Session

renewable resources, theprimary topic area of the REU. Data for the first two years of the program (10 students in 2016 and 9 in2017) are included in the analysis. In addition to the quantitative results from close-ended surveyquestions, the comments made by the students in response to open-ended questions, both in the focusgroup and on their surveys, provide additional insight into their reflections on the impact of the REU andtheir interest in the research topic and research in general.SatisfactionOverall, the students have been happy with the REU experience, and good post-site ratings for the firstyear became even better in the second year. These ratings are presented in Table 1. Students who gaverelatively lower ratings tended to be those who

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg E. West, Ohio State University

Tagged Divisions

Civil Engineering

education. In the hopes of filling the void, Gavin [11]suggests that “problem based learning should be used as a partial solution to developprofessional problem-solving skills through the application rather than the acquisition ofknowledge” and as such uses project-based learning in his capstone design course. Gavin’s [11]review of project-based learning was in context of a capstone design course that is focused onstructures engineering; however, the pedagogies described can be easily transferred totransportation engineering design. In the course, learning is directed by the problem itself andstudents are required to guide themselves toward a solution. Self-reflection through questionssuch as ‘What did I learn?’ and ‘What further knowledge do I

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

differentiating factors like race, ethnicity and age can be thought of asthe future scope of this particular study.AcknowledgementThis material is supported by the National Science Foundation under DUE Grant Numbers1501952 and 1501938. Any opinions, findings, conclusions, or recommendations presented arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Langdon, D., Mckittrick, G., Beede, D., Khan, B. & Doms, M., (2011). Stem: Good jobs now and for the future. Esa issue brief# 03-11. US Department of Commerce.[2] Carnevale, A.P., Smith, N. & Melton, M., (2011). Stem: Science technology engineering mathematics. Georgetown University Center on Education and the Workforce.[3