Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Michael A. de Miranda, Texas A&M University; Elizabeth Deuermeyer, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

yetimplemented at another university have been developed.In an effort to broaden the impact of this project a summer workshop was held with a select groupof invited universities. Results from that summer workshop indicate a range of approaches fornew engineering pathways for pre-service teacher preparation will be required to reflect theparticular culture of the universities. Potential approaches identified include:• The use of a minor in STEM education to complement an existing engineering degree, this reflects additions to existing undergraduate engineering degrees• Post-Baccalaureate degree programs –this minimizes impact to undergraduate engineering degrees• Working with educational technology programs –they tend to have greater flexibility

Conference Session

Systems Engineering Division Technical Session 1: Course Design & SE Competencies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kuan-Yu Chou, National Chiao Tung University; Yon-Ping Chen, National Chiao Tung University; Sunny S. J. Lin, National Chiao Tung University; Chao-Yang Cheng, National Chiao Tung University

Tagged Topics

Diversity

Tagged Divisions

Systems Engineering

transformation emphases are illustrated in the coloredboxes. The colored circles signified the methods and decisions of self improvements (SI0-1, SI1-2, andSI2-3). Various self-improvement methods (teacher reflection, product creativity check, and PBLexperience student report) were adopted in each round (text underlined). The major decisions of self-improvement are provided in the colored circle.This paper is structured as a case study to explain the transformation process listed inFigure 1, including working emphases, self-improvement methods and sequentialtransformation decisions for the DCS capstone course. Figure 1 shows the timeline ofcapstone transformation (rounds 0 to 3) and self-improvement cycles from 0-1, 1-2,and 2-3.In the following, Session

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

David G. Novick, University of Texas, El Paso; Meagan R. Kendall, University of Texas, El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering design and engineering entrepreneurship. a. Did the things you learned in the course about engineering design and engineering entrepreneurship help you with the designing your life course activities? Please explain. b. Did the designing your life course activities help you in the course about engineering design and engineering entrepreneurship? Please explain.The DYL activities used in the course were taken from the text and minimally modifiedto suit a classroom setting. The activities used in the course included: • Creation of a life-design team • Identification of key mentor(s) • Creation of health/work/play/love dashboard • Descritption of workview • Lifeview reflections • Good

Conference Session

Career Development for Engineering Professionals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette (College of Engineering); Mark T. Schuver, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

for- profit or nonprofit institution.Higher Education Tuition-Based On-Campus Enrollments are DownIn the Distance Education Learning Report, Allen and Seaman [1] report higher educationenrollments, overall, for academic years spanning 2012-2015, are down across public and privatefor-profit institutions, while enrollments are slightly higher in private non-profit institutions.Figure 1 below depicts this relationship. Figure 1 – Enrollments by Type of Institution [1]The Allen and Seaman data reflects nearly a one million student decrease of -931,317 in studentsstudying on campus. Figure 2 below depicts both the percent change from 2012 – 2015 as wellas the equivalent student population. Worth noting is that public

Conference Session

First-year Programs Division: Collection

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

Attitudes Toward Engineering scaleand the Reformed Teaching Observation Protocol, respectively. There were significantdifferences in the extent and connectedness of faculty across departments, reflecting departmentalinstructional climate [3].In this follow-up, we examine the social networks of faculty, many of whom were not included inthe original sample, who were recruited to participate in a 1-year series of workshops on learner-centered pedagogy, active learning methods, and use of advanced instructional technology andassessment. Forty-three faculty participated in eight professional development workshops(approximately one every two weeks for each of the two semesters in Fall, 2016 and Spring,2017) on Evidence Based Instructional Practices (EBIS

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Lei Xie, Texas A&M University; Michael Beyerlein, Texas A&M University; Rodney Boehm, Texas A&M University; Jill Zarestky, Colorado State University

Tagged Divisions

Educational Research and Methods

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 engagement, interpersonal skills [3], [4], andtheir ability to apply knowledge to problem-solving [5].Our service-learning course was

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants

Tagged Topics

NSF Grantees Poster Session

 other training materials were included in an experimental design:   Video‐based modeling. We expect that these video‐based materials are more engaging,  because they demonstrate teamwork behaviors using scenes from popular movies.  Nevertheless, "engaging" does not necessarily mean "more effective." The use of these  videos is acceptable under "fair use" copyright guidelines as long as these videos are  shown live in class and cannot be downloaded by students.   In‐class teamwork reflection. This is an exercise to serve as a default comparison case  the frame‐of‐reference and video‐based training. It presents some brief scenarios that  can occur in teams for teams to discuss how to manage those

Conference Session

Mechanical Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen E. Cook, Seattle University; Yen-Lin Han, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason P.E., Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

#22168Jennifer 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 supportengineering students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2018 Work-in-Progress: Engineering Identity across the Mechanical Engineering MajorAbstractThe Mechanical Engineering Department at Seattle University was awarded a National ScienceFoundation RED (Revolutionizing

Conference Session

Chemical Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janie Brennan, Washington University in St. Louis

Tagged Divisions

Chemical Engineering

. Thedemonstration will also include pre- and post-demonstration reflection activities to help studentsface their misconceptions, a feature that has been demonstrated to be key for learning fromdemonstrations [1].The activities will be piloted for the first time during the Spring 2018 semester. In addition tothe previously mentioned reflection activities, improvements in student learning of key conceptswill be assessed indirectly by comparing achievement on relevant quiz and exam questions from2017 and 2018. These preliminary results will be presented at the 2018 ASEE AnnualConference, where the author hopes to receive feedback and ideas for improvement.Activity 1: McCabe-Thiele Quiz GameThe McCabe-Thiele method is a traditional graphical method for

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Stephen Secules, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Jeremiah Sullins; Shari E. Miller, University of Georgia

Tagged Topics

Diversity, NSF Grantees Poster Session

Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of Environmental Engineering from the University of Queensland.Dr. Joachim Walther, University of Georgia Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an

Conference Session

Engineering Libraries Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chelsea Leachman, Washington State University

Tagged Divisions

Engineering Libraries

immediate human situations in a personal way [10]’. The diverger learning style isbest fulfilled by the practice reflective observation where they focus on the understanding ofideas and situations by observing and describing them [10]. During the abstractconceptualization, stage assimilators can focus on using logic, ideas, and concepts to understandthe topic [10]. Finally, the convergers learning style is best fulfilled by active experimentationfocusing on activity influencing the situation and emphasizes practicing application [10]. WhileKolb’s experiential learning cycle is shown in four defined learning stages, it is assumed thatmost learners learn in more than one way and can be fulfilled by more than one stage of thecycle

Conference Session

Research in Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tareq Daher, University of Nebraska, Lincoln; Lance C. Pérez, University of Nebraska, Lincoln; Wayne A. Babchuk, University of Nebraska, Lincoln; Leilani A. Arthurs, University of Nebraska, Lincoln

Tagged Topics

Faculty Development Constituency Committee

this paper.Keywords: Teaching Evaluation, Active Learning, Faculty experiences, COPUS, Studentlearning, Faculty Development The Use of Peer-Observation Protocols in STEM EducationClassroom observation instruments provide a structure for peer-observation of teaching. Similarto end-of-term student course evaluations, peer observation data can play a critical role inproviding faculty with feedback on their teaching methods, communication, active learningtechniques, and student engagement. Furthermore, observation data can provide a basis forinformed critical self-reflection that may prompt positive changes not only at the instructor levelbut also at departmental, college and institutional levels (Smith, Jones, Gilbert, & Wieman(2013

Conference Session

ChemE Curriculum: Junior, Senior, and Graduate

Collection

2018 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky; Kevin D. Dahm, Rowan University; Laura P. Ford, University of Tulsa; Jennifer Cole, Northwestern University; Lucas James Landherr, Northeastern University

Tagged Divisions

Chemical Engineering

scholarship, the Corcoran award for best article in the journal Chemical Engineering Education (twice), and the Martin award for best paper in the ChE Division at the ASEE Annual Meeting.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Laura P. Ford

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

(referred to as “interventions” in the research questions). Thus, ourpreliminary findings are related to the first part of research questions one and four and researchquestion two. We will focus on three qualitative measures: teacher pre-academic year interviews,observations of classroom activities, and student reflections of the classroom activities.Preliminary Findings. Because our research is in early stages, our analysis and findings to datehave focused on helping us revise, adapt and improve our classroom activities and relationshipswithin our developing partnership. We are analyzing data by summarizing notes and throughformal coding process. Overall we are taking an approach consistent with Miles and Huberman(1994) [18].Teacher Interviews

Conference Session

Systems Engineering Division Technical Session 4 – Systems Thinking Integration and Systems Engineering Skills Evaluation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Federica Robinson-Bryant, Embry-Riddle Aeronautical University- Worldwide

Tagged Divisions

Systems Engineering

convergent validity testing between the results and the systems thinking construct.Reflective NarrativeDescription: Students will provide open-ended reflections after each Think Aloud activity and onereport on systems thinking and its implications on project management and engineered systems atthe end of the course. A. The open-ended reflections focus on how the student engaged and learned in the course. It encourages students to recognize positive, negative and neutral aspects of the task(s). B. The report challenges students to determine whether they perceive a benefit of systems thinking in engineering and must support their position. Any individual adjustments made between the pre- and post- knowledge survey is

Conference Session

Undergraduate Peer Educators: Mentoring, Observing, Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Jennifer Radoff, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Hannah Sabo; Gina Marie Quan, University of Maryland, College Park

Tagged Topics

ASEE Board of Directors, Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Society for Engineering Education, 2018 Successes and challenges in supporting undergraduate peer educators to notice and respond to equity considerations within design teamsAbstractWe describe and analyze our efforts to support Learning Assistants (LAs)—undergraduate peereducators who simultaneously take a 3-credit pedagogy course—in fostering equitable teamdynamics and collaboration within a project-based engineering design course. Tonso andothers have shown that (a) inequities can “live” in mundane interactions such as those amongstudents within design teams and (b) those inequities both reflect and (re)produce broadercultural patterns and narratives (e.g. Wolfe & Powell, 2009; Tonso, 1996, 2006a, 2006b;McLoughlin, 2005). LAs could

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

represents a cross-disciplinary effort between engineeringand humanities, but it differs from other similar efforts in terms of content and focus [3]. Thiscourse prioritizes familiarity with engineering content and technical style, while also invitingengineering students to reflect upon, evaluate, and defend their organizational, design, andwriting decisions.Implementing a STEM-specific technical writing course also provides students with theopportunity to further engage with their disciplines and the opportunity improve upon any(accurate or inaccurate) negative self-perceptions of general written and verbal ability [2].Goldsmith and Willey note in another study note that if sustainable writing practices were to besuccessfully introduced into

Conference Session

Seeking Resilience and Learning to Thrive Through Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark V. Huerta, Arizona State University

Tagged Divisions

Liberal Education/Engineering & Society

passiveobserver or blaming circumstance doesn’t help one’s situation and that shying away fromchallenges (avoidant-performance orientation) won’t lead to growth. This section was alsointended for students to reflect and think critically about their current mindset and approach tolearning, and identify areas where they can improve. This section supports the notion that onecan change their mindset by highlighting scientific evidence from the fields of neuroplasticityand epigenetics. The inner engineering section relates closely to the ideas of mindfulness. It highlightedthe importance of closely monitoring one’s thoughts, emotions, and physical sensations throughmetacognitive monitoring. The researcher discussed how prevalent the mind wandering

Conference Session

Active Learning in BME, Session I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Helmke, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

Biomedical Engineering

learning gains in a course in physiology forengineers [7]. Since these learning gains represent only one way to evaluate outcomes, they donot necessarily reflect other aspects of the classroom such as learner satisfaction or quality ofstudent-faculty interactions. The goal of this study was to ask whether a blended learningenvironment based on low-stakes formative assessments improves students’ satisfaction with thelearning environment and quality of student-faculty interactions.Research MethodsCourse descriptionsTwo sections of a sophomore-level physiology course in biomedical engineering were taught inthe same semester by two different instructors, as reported previously [7]. Both sections requiredreading assignments from the Guyton and Hall

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, the inclusionof Objective 5: Design and Objective 7: Creativity reflect the inductive and generative thinkingthat is an integral part of engineering investigations and “real-world” problem solving. Viewedanother way, the inclusion of these two objectives reminds us that design and creativity bothinvolve investigatory elements, exploration, data and information gathering, analysis andinterpretation, often through the design and conduct of experiments. The power of designthinking by Brown [19] with its emphasis on early and frequent prototyping to test ideas,physically or virtually, is a manifestation of the interdependence between engineering design andengineering investigation. The contemporary mantra associated with design thinking

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

leadership that have typically been a part of industry frameworks and arewell described within the organizational psychology literature [8]. We go on to further considerleadership in an engineering context, and how ideas of engineering leadership may, or indeedshould, be reflected in learning experiences for undergraduate students.Leadership in engineering practiceProfessional leaders and individuals leading engineering teams often resist conventionaldefinitions of leadership [10], [1], such as the definition in Northouse's well-known text:“Leadership is a process whereby an individual influences a group of people to achieve acommon goal” [7]. The emphasis on interpersonal influence runs counter to certain engineeringnorms that see decision-making

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

-telling, andpeer mentoring; and (4) Physiological states through reflections, I-CAN statements, power poses,and fine and performing art.Data analysis of pre and post-tests, pre and post self-reporting 5-point Likert scale surveys, focusgroup sessions, and reflection sheets showed that this program had been effective. The 91%increase in Sustainable Construction Engineering knowledge, 7.41% increase in self-efficacy,and 7.35% increase in STEM attitudes were all statistically significant (p<0.01). The girls’strongest sources of self-efficacy were from observing peers (vicarious experiences),encouragement from parents (verbal persuasion), positive attitudes from fine and performing arts(physiological states), and continuous improvement and

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alison J Kerr, University of Tulsa; Bradley J. Brummel, University of Tulsa; Bret Austin Arnold, University of Tulsa; Michael W. Keller, University of Tulsa

Tagged Divisions

Graduate Studies

discussed whether or not he considered himself a facilitator of studentdevelopment. First he said, “My role is a facilitator” but then said, “Facilitator feels wrong”.Upon reflection, the advisor decides that with some competencies such as oral and writtencommunication his role was to provide feedback saying, “My goal is to give them feedbackwhenever I can” and provided examples of student presentation and writing feedback. But thenwhen it came to the competency of leadership he said, “That’s where I feel I am a facilitator tosort of remind them about opportunities.” The distinction between facilitator and feedbackprovider was made by the advisor not the interviewer.Throughout the interview, the advisor spoke about different ways in which he tried

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington

Tagged Divisions

Design in Engineering Education

lasting approximately one hour. Data was collectedvia video recordings and jottings, with field notes became the source of data for analysis. Twostudents did not respond to requests for interviews; it is possible that the timing of the interviewsduring finals week and the subsequent spring break may had impacted students’ availability. Ashand Gavin from the focal team, NeuroGrip, were interviewed, however, their team mate Luke didnot respond to interview requests. Interviews were guided by a protocol that focused on students’motivations for enrolling in the course, general course reflections and learning outcomes,thoughts on design thinking, and reflections on the design notebook. Retrospective questionsasked students to consider the ways in

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

Randy S. Lewis, Brigham Young University; Terri Christiansen Bateman, Brigham Young University; Carol J. Ward, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

, students participate in a two-week tripwhere students interact with the community and implement the project, participate in culturalexperiences, and identify projects for the following year. Following the trip, additionaldocumentation similar to items noted above is required, as well as an executive summary, shortvideo, reflections paper, and survey.Previous publications related to the course have discussed training internationally responsibleengineers3, sustainability and impact4, integration of sociology and engineering using keyprinciples of human-centered design5, GEO course insights6, social connectivity betweenstudents and communities7, the documentation strategy2, and water filter implementation inSouthern Peru8. Some of these publications

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Patrick E. Mantey, University of California, Santa Cruz; Stephen C. Petersen P.E., University of California, Santa Cruz; John F Vesecky, University of California, Santa Cruz

Tagged Divisions

Multidisciplinary Engineering

involved in that area of research. c American Society for Engineering Education, 2018 Preparation of the Professional Engineer: Outcomes from 20 years of a multidisciplinary and cross-sectoral capstone courseAbstractThe grand challenges outlined by the National Academy of Engineers and addressed by theABET (Accreditation Bureau for Engineering and Technology) learning outcomes reflect thechanging landscape of undergraduate engineering education. Indeed, to be competitive, the nextgeneration of engineering professionals must obtain skills and preparation beyond those in atraditional technical discipline. Accordingly, learners must principally demonstrate the ability to:understand ethics and social

Conference Session

Engineering Economy Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

James Burns, Purdue University, West Lafayette; Bob E. White P.E., Western Michigan University; Azim Houshyar, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

incentivized the development of modules, lessons, or class projects that have a clearhumanities-based learning objective and have the potential to reach many students. The moduledescribed here was funded for development through an internal grant, and this paper presents asummary of the module’s content, the rationale for its approach, reflections on some of the keyassumptions of the rationale, and recommendations for others wanting to implement a similarly-styled ethics assignment.Most Engineering Economy instructors would probably agree that these courses are well-suitedfor reaching large numbers of students due to their cross-disciplinary nature and are also well-suited to discussing professional ethics because of their connection to the world of

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Tech; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Marie C. Paretti, Virginia Tech; Sidharth Arunkumar; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College; Nicholas Emory Alvarez, New Mexico Institute of Mining and Technology; Jessica Deters, Virginia Tech ; Cristian Hernandez

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

work.In this paper, we focus on the weekly surveys: participants received two separate surveys eachweek: a short quantitative perceived preparedness survey sent each Tuesday via Qualtrics and ashort qualitative reflection survey sent each Thursday via email. Participants received $6.25 foreach completed survey, paid in 4-week increments (i.e. up to $50 for each 4-week set of surveys- up to $150 total).The quantitative survey was informed by Experience Sampling Methodologies (ESM), in whichthe purpose of the instrument is to capture experiences as they happen in real time forparticipants [28-30]. The survey asked participants to identify activities in which they hadparticipated within the past week. The list of possible activities was constructed

Conference Session

Architectural Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nibert Saltibus, Sam Houston State University

Tagged Divisions

Architectural Engineering

includedmodeling and doing orthographic drawings. Moreover, Demirbas¸et al. [4] concluded thatvarious types of learning were effective on the performance scores of students in different stagesof a design problem through the studio process and that there is a shift from the learning thattakes place by experiencing and learning by doing, to learning by reflecting and learning bythinking. Therefore, in producing these two major design projects in the Architectural Designcourse, specifically the students’ own individual designs, the students would have to draw fromtheir learning experiences from their construction and design related courses where applicable.The aforementioned process would necessarily be valid as Oxman [5] notes that ArchitecturalDesign

Conference Session

Programs and Pedagogies

Collection

2018 ASEE Annual Conference & Exposition

Authors

David Elizandro, Tennessee Technological University; Angelo A. Volpe, Tennessee Technological University; David H. Huddleston, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

AbstractBroadly stated, accountability for a regional university is value created versus cost.Value reflects social and economic needs of the community, state, and region. Cost ofcreating value is cost of implementation strategies to achieve institutional goals. The state’shigher education coordinating board, a university board, and faculty senate are proxiesfor engaging community, state, and regional stakeholders in institutional accountability.Complex endogenous and exogenous challenges require an effective means for allocatingresources within the organization, monitoring effectiveness of institutional strategies, and, asnecessary, adapting strategies to ensure institutional accountability.This paper examines these issues and recommends an