Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

Tagged Divisions

Educational Research and Methods

research demonstrates that professional skills, such as teamwork, projectmanagement, cultural awareness, leadership, and interpersonal communication, are still lacking inour graduating students [7, 8], and, in turn, are slowing their career advancement. For this reason,university engineering programs, as well as professional societies in engineering [9, 10], haveidentified the teaching of such professional skills as a goal. Unfortunately, despite this growingand collective interest in professional skills, studies [3, 11] continue to show significant gapsbetween what students are taught in the classroom and what they need to know to succeed inprofessional engineering practice.There is well-established research that professional skills are

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

commitment and motivation [7], [9]. faculty. - Faculty members serve as inspiration and as partner of discussion improving the aspiration of the students [3], [7], [10]. - Learning requires cooperation between student and faculty. Enhanced student-faculty contact promotes the cooperation [11]. 2. Promote student collaboration and - After graduation students will enter jobs where team-work-skills are often a requirement or at least appreciated [12]. responsibility for own learning. - Collaboration promotes

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lawrence Anderson P.E., United States Air Force Academy; Karen Elaine Anderson, Destination Imagination Inc.; Daniel D. Jensen, Singapore University of Technology and Design/MIT International Design Center

Tagged Divisions

Educational Research and Methods

engineeringstudents with a mentoring faculty member and, occasionally, a graduate student who is an expertin the area of “innovative design”. The collaborative team works to solve a real-world problemthrough the application of various design techniques. In addition, the collaboration can improveor even identify enhanced design techniques and processes. For example, past research effortsimproved the design method in two areas: 1) the understanding of how to develop and implementprototyping strategies which are effective and efficient [11] - [15] and 2) new methods toenhance ideation based on analogies to biological systems [16]. The sponsor organizationresearch partners take keen interest in the design methodology research; oftentimes adoptingthese techniques

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

structures of macromolecular assemblies including proteins, polymers, and lipid membranes. Undergrad- uates, graduate students, and postdoctoral scholars are trained in a multidisciplinary environment, utilizing modern methodologies to address important problems at the interface between chemistry, physics, engi- neering, and biology preparing the trainees for careers in academe, national laboratories, and industry. In addition to research, she devotes significant time developing and implementing effective pedagogical approaches in her teaching of undergraduate courses to train engineers who are critical thinkers, problem solvers, and able to understand the societal contexts in which they are working to addressing the grand

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Indiana-Purdue University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the ASEE Ad Hoc Committee on Interdivisional Cooperation; Chair of the International Network for Engineering Studies (INES); past chair of the ASEE Liberal Education / Engineering and Society Division; and a former member of the Society for the History of Technology’s (SHOT) Executive Council. Publications include /Calculating a Natural World: Scientists, Engineers and Computers during the Rise of U.S. Cold War Research/ (MIT Press, 2006).Sarah Appelhans, University at Albany Sarah Appelhans is a PhD candidate in Cultural Anthropology. Her dissertation research, ”Steel Toes and Ponytails: Gender and Belonging in Engineering”, investigates the boundaries of membership in engineering in the Capital District of New

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

notconsidered by the dominating students. By listening to the GTA’s suggestions to another groupregarding the teaming norms, the group is not only showing their uncertainty regarding thisaspect of the task, but also appealing to instructor authority for assistance. This manner ofworking on the task is the reason this episode was coded for Handout/Instructor Authority. Thelaughter and joking language used also suggest that the team does not value of this part of thetask, but are simply complying with instructor by filling out the worksheet (Worksheeting).When collaborative efforts of the group fail to resolve this confusion, the group members resortto independent work in order to complete this section. The confusion, locus of authority in thehandout