Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University; Vedaraman Sriraman, Texas State University

Tagged Divisions

Design in Engineering Education

by doing” constuctionist pedagogies (Papert & Harel,1991) and reflective formative assessment strategies that emphasized process in addition to finalartifact products; and 4) on-going discussion of diverse purposes for making, including directapplication of content standards and connections, personally meaningful creation and expression,and creative experimentation and problem-solving.The course focused on the integration of makerspace themes into a variety of K-12 educationalsettings and included scaffolded activities covering non-digital and digital techniques for thefollowing topics: subtractive manufacturing, textiles, additive manufacturing, and simpleelectronics. The majority of the activities took place in the classroom makerspace

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, University of Alabama; Memorie Gosa, University of Alabama

Tagged Divisions

Biomedical Engineering

experiences had engineering students observe clinicians and student-clinicians at the Speech and Hearing Center (SHC) during typical therapy sessions with communityclients and reflect on their experiences. In this work, an overview of the logistical elements, asummary of the student feedback from the written reflections and focus groups, and futurerecommendations for the program are presented.Speech Pathology Shadowing SessionsShadowing and clinical placements are a key part of healthcare professional education [2] and webelieve that engineering students will also benefit from observation and interaction with groupsoutside of their discipline. This is supported by recent experiences reported on inter-professionalshadowing for senior medical students

Conference Session

College-Industry Partnerships Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bobbi J. Spencer, Texas State University; Vedaraman Sriraman, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University

Tagged Divisions

College Industry Partnerships

career. In academia, thus, understanding anddesigning programs to enhance professional identity is vital to the successful placement ofgraduates into industry. This study will use Higgs’ [1] definition of professional identity as aperson developing “the attitudes, beliefs and standards which support the practitioner role andthe development of an identity as a member of the profession with a clear understanding of theresponsibilities of being a… professional.”As students apply and intentionally pursue a degree in a specific discipline towards becoming aprofessional, they are acting as agents per Bandura’s [2] social cognitive theory of agency intheir own future and make decisions according to their self-reflections, identified desires

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

LeAnn E. Faidley, Wartburg College; Christine A. DeVries, Wartburg College; Mariah Birgen, Wartburg College

Tagged Topics

Diversity, NSF Grantees Poster Session

structure is enhanced through mentoring relationships withpeers, faculty, and alumni who can share experiences and direct students to resources. Finally,students work in teams to complete impactful projects that show them the relevance of theSTEM disciplines to the important problems of the world. Throughout all of these activities,students are given ownership of their experiences through choices in the classes, projects, andactivities that lead to the learning objectives of the program. Additionally, the students areencouraged to reflect regularly on their experiences, becoming more self-aware and better able tocontribute to their society. The ACES program has benefited from partnerships across thecampus of Wartburg College, liberal-arts private 4

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

whencompared to the monotonous progression of well-structured chapters in the textbook. In the portfolio,students are required to employ the Feynman technique where they explain fundamental concepts usingsimple words. They are also required to make connections between the different aspects of the classes.Through the process of integration of these multiple entities of a course, students learn to critique, realize,synthesize and reflect on the subject they learn thereby achieving all the stages of Bloom’s taxonomy.“Reflecting on this semester, there are many things I have learned and will stick with me because of theway this class was arranged. I believe passion projects and portfolios were beneficial to my understandingof the subject and the questions

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel P. Sheehan, United States Military Academy; Jeffrey A. Starke, United States Military Academy; David C. Zgonc, United States Military Academy

Tagged Divisions

Environmental Engineering

, andsociety. The institution (the school) bears ethical and chartered obligations to society to graduatequalified individuals technically-ready and ethically-primed to enter into professional life. Theinstitution must choose to confer a degree based on course grades (and GPA in relevantcoursework). Course grades in turn should reflect individual student mastery of course material.How, then, should an assessment model be structured to selectively promote collaboration andstill maintain the integrity of the individual educational assessment process? We seek to answertwo questions in this assessment. How do we adjust the course assessment model (types ofassignments used/points allocated) to best teach a classroom of digital natives with varyingdegrees

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics.Dr. Ken Yasuhara, University of Washington Ken Yasuhara is an instructional consultant and assistant director at the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the University of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer science and engineering at the University of Washington. When he finds the time, he plays with bicycle tools and knitting

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Mary E. Campbell, Texas A&M University; Mary K. McDougal, Texas A&M University; Lauren Neala Holder, Texas A&M University

Tagged Divisions

Community Engagement Division

-specific knowledge and developing their multidisciplinarycommunication, problem-solving, and research skills.Course design and executionAccording to Bringle and Hatcher [1], service-learning is defined as a “course-based, creditbearing educational experience in which students (a) participate in an organized service activitythat meets identified community needs, and (b) reflect on the service activity in such a way as togain further understanding of course content, a broader appreciation of the discipline, and anenhanced sense of personal values and civic responsibility” (p. 112).” Service-learning has beenproven to benefit students in many ways. More specifically, service learning has been found toenhance students’ collaboration skills [2], civic

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan A Munden, Fairfield University

Tagged Divisions

Community Engagement Division

elective for allengineering students. The course successfully implements reflection practices to measureattainment of civic learning outcomes, which are essential to true service-learning courses. Arubric measures student achievement of course technical outcomes. Improved team performancedemonstrates effectiveness of the university mentors. The mentoring has a demonstrable effecton youth attitudes toward STEM education and careers. The course and mentoring resulted in85% retention of existing youth team members, plus addition of new youth from 3 additionalhigh schools, expanding the reach of the robotics team in the community. The course has alsoresulted in the university hosting a district competition, increasing STEM visibility to the

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Shalaka Subhash Ghaisas, University of Oklahoma; Xun Ge, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to improve such courses incrementally. In our course AME4163 –Principles of Engineering Design, a senior-level engineering DBT course, we haveincorporated David Kolb’s experiential learning construct into the fabric of courseactivities, assignments, and structured exercises. We now seek to additionallyleverage Piaget’s cognitive constructivism and Vygotsky’s sociocultural theoryinto structured learning exercises. One such exercise is the ‘Learning Statement,’(LS) a reflective exercise in which students directly translate experience intolearning and articulate expected future value from that learning. In employing theLS as an instrument for a formative assessment, we attempt to identify the students’Zones of Proximal Development (ZPD

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Mansfield, Arizona State University; Terry L. Alford, Arizona State University; N. David Theodore, Arizona State University

Tagged Divisions

Graduate Studies

c American Society for Engineering Education, 2018 Misconception Clarification in Online Graduate CoursesAbstract“Muddy Points” (MP) is a commonly used instructional reflection tool used to collect feedbackabout student learning issues and points of confusion. This feedback can be leveraged to enhancestudent learning and further optimize an instructor’s course delivery. If used appropriately, thismethod can help students monitor their construction of knowledge and contribute to their self-regulation of learning. This then leads to deeper conceptual learning and improved achievementof their learning goals.In a face-to-face classroom setting, Muddy Points are typically collected at the end of a classsession. Feedback or response

Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

’ materials.Materials Students had access to computers, books about weather and climate, climate data, andbuilding materials (e.g., cardboard, scissors, craft sticks, masking tape, construction paper, rulers,pencils, and empty paper towel rolls). A leaf blower was used to test the stability of theirstructure.Assessment Formative assessments were conducted via discussion, observation, and daily writtenstudent reflections. Students reflected each day on their experience and identified two things thatthey learned. Additionally, summative assessments occurred at the end of the activity, whichincluded creating the tornado proof structure and presenting it to the class. Students had to createa PowerPoint presentation, one per group, to share their

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

writing, exploratory writing,formal writing, informal writing and reflective writing exercises. This paper will present thetrends in student learning curves across two semesters. The evaluation criteria was based on thecomponents such as consideration of audience (15%), quality of solution (15%), rigor ofengineering analysis (25%), organization and focus (15%), clarity and coherence (15%), andprofessional appearance (15%). A comparison of student performance in terms of contentaccuracy, language issues and effect of writing expression between the three courses will bepresented. The relationship between the number of errors and the type of writing activity wasevaluated for the three semesters. The major differences in student performances among

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

Tagged Topics

NSF Grantees Poster Session

skills bycomparing planned weekly schedules to actual time spent on those activities and reflecting onhow to plan accordingly. Academic Reflections give Scholars an opportunity to reflect on theirmost recent semester as they are about to enter a new semester and to analyze what went well,what went less well, and what they might do differently going forward. It also gives moreadvanced students in the cohort a chance to mentor younger students in the same degreeprogram, which both helps younger Scholars succeed academically and strengthens the socialbonds of the cohort. Scholars consistently rate these opportunities to get to know and learn fromone another as among their favorite aspects of CLEAR Scholars. Month

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin J. McCave, University of Houston; Courtney June Faber, University of Tennessee, Knoxville; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Courtney S. Smith-Orr, University of North Carolina, Charlotte

Tagged Topics

NSF Grantees Poster Session

more broadly?We are answering these questions through a two-phase qualitative study. Phase I leverages bothcollaborative inquiry and collaborative autoethnography, guiding our exploration of our livedexperiences and respective academic cultures. Initially focusing on our own experiences, as earlycareer engineering education faculty, allows a deeper understanding of our experiences, bothgood and bad, that may not be revealed in a less intimate approach. The longitudinal nature ofour approach also makes it possible for us to document and reflect on our experiences and howwe navigate obstacles. Phase II will use constant comparative methods to expand and refinePhase I findings through a series of semi-structured interviews with 12-15 additional

Conference Session

Assessment of Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Werner Zorman, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

design and implementation of a student-driven laboratory method which supports the development of authentic leadership skills. c American Society for Engineering Education, 2018 But how do you Feel?Authentic Leadership Development for undergraduate students through a student-driven,experiential, and emotion-laden course using a laboratory method addressing the whole person.AbstractBased on 324 reflections written by 27 undergraduate students from two independent cohorts,this study examines the effectiveness of a semester-long authentic leadership developmentcourse which is based on a student-driven, student-centered, and experiential laboratory method.This study shows firstly

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

paper draws on a qualitative dataset of student responses to biweekly “reflection questions”integrated into routine course activity in a pilot implementation of a Wright State-likeEngineering Mathematics course. Alongside auto-ethnographic data from the course instructorand coordinator, this dataset illustrates the transformations involved in the scale-making process,and enables tracing the consequences of these transformations for the identities of people andsocial collectives involved in the course.IntroductionThis paper reports on the results of a study of an implementation of the Wright State Model forEngineering Mathematics at one university. Consistent with the LEES call for proposals, weadopt a human science theoretical approach to the

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

De-stressor/ Check-in 8 Finals Preparation, Tackling Academic Reflection on Challenges: Fixed Personal Health vs. Growth Mindset 9 Introduction to Mental Health/ Tackling Major Selection Stress Management Academic Challenges: Fixed vs. Growth

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin Jobidon, University of Waterloo; Maria Barichello, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Mehrnaz Mostafapour, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Design in Engineering Education

settings, the workshop provides studentswith an opportunity to learn about and practice giving and receiving feedback on peers’ projectplans, and chosen design methods and artifacts.In the remaining sections of this paper, we describe the contents of the workshop in detail andsummarize student feedback on each implementation. Further, we reflect on how the workshopcan be further developed to better meet its intended learning outcomes and suggest ways inwhich instructors can alter it to suit different student disciplines, academic levels and courseobjectives.Importance of FeedbackFeedback is reaction or opinion regarding a product, the performance of a task, etc., that is usedto support improvement or confirm success. The education literature

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

grades. To determine whether studentsengaged in the kind of reflection and planning that was intended, the post-performancesubmissions from four of the nine course sections were collected and analyzed. Each of thesesections had nine teams of four, for a total of 144 students on 36 teams. All of these teams didwell enough that they did not have to submit analyses for the first two performance tests, andonly two teams were required to do an analysis for performance test four. This pattern wasconsistent with the rest of the course sections, as more than half of the teams fared poorly on thethird test, but passed the others, often with bonus points. Therefore, the analysis will focusexclusively on the responses to the third performance test

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Justin L. Hess, Indiana University-Purdue University of Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

), Verdasco (2) Immersion in Novel Experienced new elements of innovation due to Ella (4), Hannah Innovation Ecosystems substantive involvement in authentic innovation (1), Jessica (2), projects firsthand and reflecting on these new John (1), Sarah facets. Developed a broader understanding of the (3), Verdasco (3) innovation ecosystem. Learning from Acute Failure Experienced a failed prototype or implemented Elon (1), Esteban Failure design due to their natural approaches. They (1), Jerry

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students react to anin-depth growth mindset intervention?In order to address this question, two of the authors formed a Mindset focus group consisting ofeight first-year engineering students. This focus group met five times over the course of asemester to discuss their reading of and reaction to Dweck’s popular 2006 Mindset book.Students’ written reflections captured their reaction to the learning experience, and this data wassubjected to thematic analysis. Significant findings include the use of growth mindset as a toolto reflect and unpack past experiences, especially with respect to their personal experiences, theresulting behavior, and the role of external influences. Growth mindset proved to be a usefullens to reconsider past

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bre Przestrzelski, University of San Diego; Elizabeth A. Reddy, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Materials

. This module was successfully implemented in Fall 2017 with 31students from General, Electrical, and Mechanical Engineering. Students brought in their ownweeks’ worth of trash. The first portion of class time focused on materials categorization andclassification, engineering concepts they had been previously introduced to in class. A classdebrief challenged students to think about topics related to recycling in general and their largersocial responsibility in material choice as future engineers. In a subsequent reflection, studentsprovided feedback, suggestions for improvement and articulated their meaningful takeawaysfrom the module. Analysis of student responses shows that learning objectives were achieved.Lessons learned suggest improvements

Conference Session

Design and Implementation of Graduate Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joseph H. Holles, University of Wyoming; Larry Schmidt, University of Wyoming

Tagged Divisions

Graduate Studies

Profile (DCP) to createdata management plans for research projects. A DCP is a tool designed to cover all areas ofRDM and to allow data management specialists to work with researchers to develop specific datamanagement plans. The class used the Data Curation Profiles Toolkit from Purdue[22-25] todevelop a DCP for their subsequent use. The class developed DCP was then used by the studentsas part of the Final Project (Table 2) to interview faculty members to obtain the information forthe subsequent “project DMP.” Course assignments and objectives are shown in Table 2. The student work can bedivided into four categories: 1) Individual assignments reinforcing topics from the class, 2)Student’s reflection on guest speakers focused on

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

bestpractices for educational Makerspaces.RationaleIt has been half a decade since the launch of Maker Ed, and Makers and proponents ofeducational Making have conducted research and published opinion pieces on the potential ofMakerspaces and the need to establish them in formal educational settings such as schools.Several new Makerspaces have been set up in schools and other formal and informal educationalsettings. Now we are faced with the challenge of reaping their claimed educational benefits inschools, and our first line of defense is our ever so brave teachers. In a reflective paper that wepublished in 2014, we predicted the opportunities and challenges that educational Makerspacesare harbingers of. Since that work, we have instructed more than

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #23904’I Came in Thinking There Was One Right Practice’: Exploring How to HelpGraduate Students Learn to Read Academic ResearchWendy Roldan, University of Washington Wendy is a first-year PhD student in Human Centered Design and Engineering at the University of Wash- ington.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Steven Joseph Abramsky, Iowa State University

Tagged Divisions

Educational Research and Methods

scenarios,describing how educators systematically explore problems and promising solutions in their dailywork.This paper presents a case study of the cognitive heuristics used by a cross-functionalinstructional design team as they modified a second-year embedded systems course for electrical,computer, and software engineering students. In this study, we conducted a qualitative analysisof 15 transcripts (over 17 hours of audio) of meetings during which the team following acollaborative instructional model for course design. Interviews, reflections, design artifacts, andinformal conversations supplemented and contextualized the primary data. Through weeklymeetings and course interventions, the team aimed to promote design thinking, systems thinking

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

EngineeringIntroduction With the publication of the Framework for K-12 Science Education (National ResearchCouncil, 2012) and the Next Generation Science Standards (NGSS), emphasis is now placed onthe integration of engineering principles and practices into K12 science education. Although only18 states and the District of Columbia have formally adopted the NGSS, other states, includingSouth Dakota, Montana, Pennsylvania, and West Virginia have adopted similar standards.Unlike the previous set of national science education standards (NRC, 1996), the Framework forK-12 Science Education (NRC, 2012) places engineering and technology alongside the naturalsciences for two critical reasons: to reflect the importance of understanding the human-builtworld and to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

NSF Grantees Poster Session

education, and a case study to demonstrate its capabilitiesas a method of collecting and analyzing data from student design teams. The system isintended to support educators in coaching and monitoring student designers, encouragestudents in reflective reporting on their experiential learning, and to serve as a data collectiontool for education researchers.This poster also presents the results of a case study of a proposed framework involving DEFTdata to evaluate project-based design courses. The research consisted of interviews with thelead instructor of the classes (n=1), weekly observation of the student groups and the analysisof self-reported student design process data (n=12) to review the efficacy of the design class.The poster concludes by

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

also surveyedto determine their perception of the enhanced specification course versus that of other traditionalcourses they have taken in the past. Finally, this paper includes a reflection of theimplementation of specification grading, a reflection on the appropriate competencies forreinforced concrete design, and the potential benefits for use in broader civil engineeringeducation.Introduction and BackgroundA picture of traditional grading as providing constructive feedback and serving as an impactfullearning device sounds both noble and desirable. However, traditional grading, at least intraditional engineering courses, often falls short. Rather than profound guidance, grading oftenmanifests itself as a cutthroat point competition