Conference Session

Tales from the Flip Side

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brian J. Smith, University of Notre Dame

Tagged Divisions

Civil Engineering

“Discussion”portion of lectures. Students typically displayed a solid understanding of the topics and conceptscovered within the videos, as 87.8% of discussion questions were answered correctly. Further,there were only seven instances where a student Table 2. Participation Outcomesmissing from lecture with an unexcused absencewas randomly selected (with three such Participation Outcomes No. Perc.occurrences on the Friday prior to mid-semester Correct Responses 101 87.8%break). This was reflective of the attendance Incorrect Responses 7 6.1%throughout the semester, a byproduct of the Unexcused Absences 7

Conference Session

STEM Issues

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jennifer Whitfield, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

0.23 .465** 0.251 1* Correlation is significant at the 0.05 level (2-tailed).** Correlation is significant at the 0.01 level (2-tailed).ConclusionsThis study’s results suggest that parents found the summer camp interesting and worthattending. In addition, participating in STEM Competition Night helped them tounderstand some innovative technologies and engineering concepts better. When parentsincrease their engineering knowledge and generate more positive behaviors and attitudestowards the engineering topics and concepts, this will reflect on their children. Becauseparents have a powerful impact on their children’s future career choices [1], helping theparents’ improve their engineering knowledge, behavior, and attitude

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Johnny C. Woods, Jr., Virginia Tech; Tahsin Mahmud Chowdhury, Virginia Tech; Homero Murzi, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Scott W. Case, Virginia Tech; Natasha Smith, Virginia Tech

Tagged Divisions

Educational Research and Methods

Fulbright scholar and was inducted in the Bouchet Honor Society.Ms. Michelle Soledad, Virginia Tech, Ateneo de Davao University Michelle Soledad is a PhD candidate in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining ADDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sevile Mannickarottu, University of Pennsylvania

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

effect of thislimitation is that the department has only one instructional lab. In addition, being an old program,the lab was originally designed for some of the more traditional Bioengineering fields, such asbiomechanics and instrumentation. About 15 years ago, in 2006, a new Bioengineering building was constructed reflecting thechange in the field to areas related to molecular biology and tissue engineering, among others.The instructional lab was moved to a new home in a lab which contained chemical hoods andcell culture hoods, but was still nevertheless setup with stations designed for physiological andinstrumentation studies (Figure 1). Figure 1: Main lab area with 16 stations each with data acquisition devices (Biopac & NI myDAQ) for

Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Richard T. Mangum, Embry-Riddle Aeronautical University; Dina M. Battaglia, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

the88 respondents was 21.7 with 88% of the students younger than 23 and a maximum age of 32.The primary reported ethnicity was white or Caucasian (n = 73) followed by Hispanic (n = 14)and Asian (n = 8). Unsurprisingly, most of the respondents, 64, identified as male, and 19identified as female. These demographics reflect the overall campus demographics where 25% ofthe students are female and 67% are white.Results also showed that over half of the participants are working while in school with eightstudents working over 20 hours per week. Two of the students identified as veterans, nine asROTC students, and one as active duty. Around 77% of the students indicated that theireducation was funded by student loans.Of the 88 students who completed the

Conference Session

Teaching and Assessment in Chemical Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering

- 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, University of Tulsa LAURA P. FORD is an Associate Professor of Chemical Engineering at the University of Tulsa. She teaches engineering science thermodynamics, mass transfer/separations, and chemical engineering senior labs. She is a co-advisor for TU’s student chapter of Engineers Without Borders USA. Her email address is laura-ford@utulsa.edu.Dr. Lucas James Landherr, Northeastern University Dr. Lucas Landherr is an

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

identity. Results from the earlier quantitative phase canbe found in our earlier work [2].Conceptual Framework for the Development of an Engineering Leadership IdentityThe qualitative protocol was built from two existing identity development models, theLeadership Identity (LID) model [3] and the Communities of Practice (CoP) model [4]. The LIDmodel identifies four environmental conditions that influence the development of leadershipidentity. These conditions include contact with influential individuals, experiences with peersand perceived views of peers, meaningful involvement in curricular and co-curricular activities,and reflection on leadership experiences [3]. Within the Communities of Practice model identitydevelopment relies heavily on

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew C. Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Gerardo Lopez, California State University, Los Angeles

Tagged Topics

Diversity, NSF Grantees Poster Session

seminars tohelp students to build their portfolio, review students’ resume, and enhance required skills suchas research, presentation, and interview skills.During the Fall 2018, while encouraging scholars to attend as many professional events as theycan afford, the program required each scholar to attend at least one event (a seminar,presentation, industry visit, or workshop) and submit a reflection essay on their experiencewith memorable take-away points. In addition, the program encouraged scholars’ participationin professional workshops, conferences, internship opportunities and research opportunities atother institutions (e.g., REU programs) to foster their educational and career goals. Severalscholars participated in the 2018 HENAAC

Conference Session

ECE Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron Carpenter, Wentworth Institute of Technology; James R. McCusker PhD, Wentworth Institute of Technology

Tagged Divisions

Electrical and Computer

that received a 25 on the quiz, but then got all answerscorrect during the retake would receive a 70 to reflect both their initial low score and their newunderstanding. Figure 1 illustrates the original and post-retake averages and the number ofeligible retakes.After revisiting the quiz, students were asked of their sources for studying the quiz (after theinitial grading cycle). These sources were gathered qualitatively, and then coded and converted toquantitative data. The sources are listed in Figure 2. The sources themselves were not factoredinto the grading of the retake. However, if the student cited a source that was deemedinappropriate or less trustworthy, the instructor would discuss other possible sources.Additionally, good sources

Conference Session

Engineering Ethics Division - WIP Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Engineering Ethics

vital role in the wider ecosystem of engineering profession(for example legal protections and obligations of a PE) reflects concretely in conversations as arationale to promote education of professional ethics.3.2.2 Ethical Development of New TechnologyOne of the most essential and characteristic tasks of engineering is the design of new technologies.As the integration of increasingly complex technologies with numerous aspects of our social andprivate life expands and intensifies, importance of ethical decision-making in production of noveltechnologies becomes evermore crucial. We observed arguments of this kind in our data as arationale for attending to engineering ethics education that enables the engineering students toaddress social and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Candace Rose Wiwel, University of Michigan; Jessica P. Hernandez; Cynthia J. Finelli, University of Michigan

Tagged Topics

NSF Grantees Poster Session

particular class meeting (RQ1).Second, we administered Instructor Survey 2 at the beginning of the post-semester interview. Inthis survey, instructors are asked to reflect on their teaching over the past semester through a 30-question survey. The questions, based on the Student Responses to Instructional Practices(StRIP) Survey [25], ask instructors about the pedagogy they used in the course. The surveyresponses are used to further understand the instructor’s pedagogical choices (RQ1) and theinfluence of the professional development (RQ3). In our data collection, all instructors whoparticiped in a post-semester interview also filled out Instructor Survey 2.Student SurveyFor all of the courses we observed, we administered a concurrent student survey

Conference Session

Faculty Development Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

Tagged Divisions

Faculty Development Constituent Committee

). Observationprotocols typically are intended for reflective teaching and measuring changes in teachingpractices rather than for summative evaluation. With the growing focus on incorporating theassessment of student learning into teaching evaluation, engineering education is well-situated,in which faculty members can draw from ABET student outcomes assessment data and research-based student evaluation tools such as CATME for teamwork skills (Ohland et al., 2012).The SET Revision ExampleBackground. The University of Southern Indiana (a public, comprehensive institution) initiatedthe review of its existing SET instrument during Fall 2016. The SET was previously reviewedapproximately ten years prior. The goal was to recommend revised SET questions that couldapply

Conference Session

A Technology Potpourri I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jorge Crichigno, University of South Carolina; Sadia Ahmed, Northern New Mexico College; John H. Gerdes, University of South Carolina; Robert G. Brookshire, University of South Carolina

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

. Results indicate a very strong interest in the adoptionof vLabs, as reflected by the attendance to the workshops (an aggregate of over 100 instructorsfrom more than 70 institutions, 25 states). Future work includes expanding the number of vLabs,increasing the number of internship opportunities, disseminating vLabs, and numericallyquantifying the impact of the enhanced cybersecurity model.Acknowledgement and DisclaimerSupport for this project has been received from the National Science Foundation (NSF) Grant1822567. Any opinions, findings and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of NSF.References1. N. Klingbeil, K. Rattan, M. Raymer, D. Reynolds, R. Mercer

Conference Session

Liberal Education Division Technical Session Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, Shoreline Community College; Dan Ewert

Tagged Divisions

Liberal Education/Engineering & Society

very inspirational in the sense that they’re not at all selectively admitting. But, if you see what their graduates can do-- well, even what their students can do after a year or two, it’s pretty amazing. I mean, it’s just astounding. And so we thought, “Hey, we can do that.”Reflecting on this from the post-forced department merge perspective, that same facultymember noted that the social influence of their new department colleagues limited theprogram’s ability to maintain the fundamental norms necessary for the Alverno approach. But the reason they’re able to do that is their culture is to spend every Friday afternoon looking at classes, looking at what they’re doing, assessing themselves, figuring out how

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

. Black and D. Wiliam, “Assessment and classroom learning,” Assess. Educ. Princ. policy Pract., vol. 5, no. 1, pp. 7–74, 1998.[2] S. M. Brookhart, “Feedback that fits,” Engag. whole child Reflections best Pract. Learn. teaching, Leadersh., pp. 166–175, 2008.[3] K. E. Dunn and S. W. Mulvenon, “A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education.,” Pract. Assessment, Res. Eval., vol. 14, no. 7, 2009.[4] H. Hattie, J., & Timperley, “The power of feedback,” Rev. Educ. Res., vol. 77, no. 1, pp. 81–112, 2007.[5] A. Kluger and A. DeNisi, “The effects of feedback interventions on performance: A historical review, a

Conference Session

Mechanical Engineering Division Technical Session 10

Collection

2019 ASEE Annual Conference & Exposition

Authors

Soheil Fatehiboroujeni, University of California, Merced; Ala Qattawi, University of Toledo; Sachin Goyal, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

with various activities in Strength of Material. We find that lab and quiz assignments, as wellas watching lab or lecture videos are items student spend most of their time engaging with (mean valuesare highest as reported in Table 1). For activities of reading the textbook, practicing on your own, andexploring the internet on the course topics are also activities reported by around 30% as being engaged with“very often”. On the other hand, optional problem sets and answering reflective questions, and the use ofonline forum, neither of which is graded or assessed in this course, are activities that majority of studentsreport “never” engaging with. Question: Out of all the time you spent on this course only during the

Conference Session

Engineering Ethics Division Technical Session - Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Sleep P.E., Oregon Institute of Technology; Yasha Rohwer, Oregon Tech

Tagged Divisions

Engineering Ethics

.). Alternatively, it could reflect conscious orunconscious adjustment of risk assessment based on the likely frequency of occupancy. Peoplegenerally spend much more time in their homes than in their pools. For both these reasons, it isunderstandable that students would be more risk averse when designing a home versus a pool.To help mitigate this potential complication, future surveys should use the same kind sameproject, two homes for example, for the cases in the survey. In addition, students were not givena budget for the projects. When told that helical piles were used, students were told that eachwould cost the client $6,000.00.Discussion and Future WorkThese results may also reflect lack of significant focus on ethics and the process of

Conference Session

International Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cem Karacal, Southern Illinois University, Edwardsville; Hasan Sevim, Southern Illinois University, Edwardsville

Tagged Topics

Diversity

Tagged Divisions

International

reflect both sophomores and seniors each year. As seen, 193 students have beengraduated as of May 2018. Our information indicates that some of these graduates wereengaged in graduate studies, but the majority found prestigious positions in the field ofindustrial engineering in Turkey and a few in the USA.Table1. Dual-diploma enrollment and graduation statistics at SIUE 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 Total Enrolled at 4 19 38 43 69 58 64 61 63 45 57 521 SIUE Graduated 4 19 30 24 31 31 27 27 193A comprehensive description of this program, covering topics such as curriculum, newstudent

Conference Session

Technical Session 7: Online and Distributed Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taylor V. Williams, Purdue University-Main Campus, West Lafayette (College of Engineering); Kerrie A. Douglas, Purdue University-Main Campus, West Lafayette (College of Engineering); Peter Bermel, Purdue University-Main Campus, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Computers in Education

analytics for illustrating the activity of thousands of MOOClearners while recognizing that analytics serve a variety of user groups who may not be familiarwith data interpretation. A key goal of applying learning analytics to inform pedagogicalinterventions is enabling the agency of learners through goal-setting and reflection [15]. To planeffective interventions, the instructor needs to know where learners are in the course and withwhat they are struggling. Having rich, contextualized behavioral data readily available enablesinstructors to make these decisions.Personalization is an important aspect of online education generally and MOOCs specifically, asindividual learners have unique motivations and goals. Bonk et al. [16] found that

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mary E. Johnson Ph.D., Purdue Polytechnic Institute

Tagged Topics

ASEE Headquarters

. Insights from students and faculty ofwinning teams are highlighted. Statistics are used to analyze trends. The trends in the winningteam proposals may reflect the level of importance of sustainability in industry and may supportthe need for explicitly including sustainability in courses in engineering and technology. Thelevel and type of sustainability analyses may inform future competition teams and may be usedby instructors as a tangible way to include sustainability in their engineering and technologycourses.SustainabilitySustainability is a term that has more than one meaning. According to the US EnvironmentalProtection Agency [1], sustainability is based on the principle that “Everything that we need forour survival and well-being depends

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc; Cindy Waters, Naval Surface Warfare Center

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected in the professions [6]. Themajority of undergraduate engineering degrees in the U.S. are awarded to students who identifyas White. In 2015, Whites received 65% of the engineering Bachelor’s degrees, Asians over13%, and Hispanics nearly 11%. Blacks received 4% of all engineering degrees [7], an increasefrom 2014 and reversing a nine-year decline from 5.3% in 2005 to 3.5% in 2014 [8]. Therepresentation of minorities among engineering graduates is not keeping pace with the changingdemographic landscape of the general population or undergraduate population of the 21stcentury.This lack of diversity in engineering educational and career pathways has been identified as anational security issue [9] and a “workforce train wreck” [10, p. v

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Kelli Paul, Indiana University

Tagged Topics

NSF Grantees Poster Session

items and explore underlying factors.Recent research indicates there are likely three components of one’s engineering identity:recognition, interest, and performance/competence [23]. Our data yielded a 5-factor modelwhich expanded on these three components. While we expected to find a factor that representedrecognition, two factors emerged: recognition by others and self-recognition. This is consistentwith work which suggests that recognition by others is important in developing a scienceidentity, but also important is whether one views one’s self as a science person (self-recognition)[11]. The interest factor captured an individual’s enjoyment in doing engineering activities,while the performance/competence factor reflected students’ ability

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University

Tagged Divisions

Engineering Leadership Development

majors. In the beginning, the program’s seminar-basedworkshop curriculum primarily enlisted the help of faculty from the College ofBusiness, and students received a $1,000 stipend upon completion of thesemester. Student participants attended lectures, discussed leadership topics withmentors from a variety of industries, and composed either a reflection essay orposter to conclude their participation.Chevron Leadership Academy redesignedSettling on specific goals and methods for creating a new leadership program isoften an iterative process, with a good deal of trial-and-error in the beginning [5].Voice-of-the-customer techniques determined in fall of 2017 that the program wasnot meeting corporate sponsor goals, nor was it effective in assessing

Conference Session

DISTINGUISHED LECTURE: 2018 Best PIC and Zone Paper Presentations

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University

Tagged Topics

ASEE Board of Directors

at the end of the semester after theworkshops (spring 2017). This study was framed by the following research question: To what extent are faculty beliefs about student-centered strategies reflected in instructional practices in the undergraduate engineering classroom?Literature ReviewStudent-Centered Teaching in EngineeringStudent-centered teaching, or active learning practices, engage key course concepts and materialin an adaptive and interactive manner. Scholars have conducted many empirical studies whichdemonstrate the effectiveness of student-centered teaching practices in higher education. Thesestudies have shown that student-centered instruction promotes greater learning andunderstanding than traditional content

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

positively because learners who fall into this group tend to be motivatedby learning new things, are persistent in completing difficult or ambiguous academic tasks, andtend to use cognitive strategies to support learning such as metacognition and reflection [20, 21].Task oriented students tend to view mastery as dependent on effort, and perceptions of ability areself-referenced [22]. Task oriented students focus their attention on the task, not on extrinsicrewards; learning, understanding, developing new skills, and problem-solving are motivators [17,23]. Task orientation, like mastery orientation, is the most adaptive orientation for self-regulatedlearning [24, 7]. Task oriented students set self-improvement and learning as their goals; as aresult

Conference Session

BME Laboratories and Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel C. Childers, University of Oklahoma; Stefan Wilhelm, University of Oklahoma

Tagged Divisions

Biomedical Engineering

satisfactorilycomplete the lab objectives (Figure 4). Here, we present the results of both the student self-reportand instructor evaluation because they assess different things. Instructor assessment mayunderestimate learning if the work they turn in does not reflect their understanding, for exampleif a student rushed to complete lab notebooks, and their entries do not actually reflect theirunderstanding or actual performance. Whereas, student self-reports of learning, may likelyreflect a measure of confidence of the material or some other bias. For instance, self-enhancement and self-diminishment bias may be at play. It has been previously shown that somelow-achieving students tend to over-estimate their abilities and high-achieving students tend tounder

Conference Session

Innovative Course Structures and Learning Environments

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neda Melanie Bassir Kazeruni, Columbia University; Henry Hess, Columbia University

Tagged Divisions

Biomedical Engineering

means toreach these objectives. Relying on the positive effects of active learning, we designed a novelcourse format in which the class-time was divided around three different types of activities thatsucceeded each other using the pattern presented in Figure 1. The topic of each unit reflected a keyarea that we aimed to investigate in the course, and we focused on topics that are both morefavorable to generate longer class discussions, and who have been the researched in the past.Examples of such topics include: “Nanobiotechnology and its applications”, “Lifetime ofnanobiodevices” or “Reproducing macroscale bonds at the nanoscale”.Figure 1. Basic unit of the course. Each “cycle” focuses on one key topic related tonanobiotechnology. It consists

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Concord Consoritum; Xudong Huang, Concord Consortium; Charles Xie; Zhenghui Sha, University of Arkansas; Joyce E. Massicotte, Concord Consortium

Tagged Divisions

Design in Engineering Education

otherdecisions about the agent’s role(s). There many ways in which intelligence can be defined ormeasured17, however one way in which it can be defined is as the capacities or the tasks somesystem (whether biological or computational) can complete or learn to complete to address somegoal18, 59-60. In this context, this can be translated to a systems capable of performing some set ofdesign practices or parts of the design process toward some goal. The design practices aninstructional design agent perform are a direct reflection of its responsibilities within its role andthe larger design challenge or project. Note also that this is a definition of domain-specificartificial intelligence or weak AI59, where the domain is the area of design education.Past

Conference Session

NEE 2 - Strategies to Improve Teaching Effectiveness

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Wright, University of Washington; Lauren N. Summers, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

New Engineering Educators

absolute frequencybecause some students repeatedly discussed a single topic, which may or may notproportionately reflect that topic’s relative importance. Analysis of the distribution of codesacross all interviews was complemented by exemplary quotes for each category, with in-depthattention given to the categories with the highest number of students commenting.Results and DiscussionExplicit references to the importance of TA confidence and TSE emerged from almost half of thestudents interviewed. These excerpts were used to answer our first research question andunderstand why students found TSE important in their TAs. The second phase of coding focusedon identifying behaviors cited by students that are associated with high TSE and understandinghow

Conference Session

Transfer and Transitions

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bruk T. Berhane, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Danielle Melvin Koonce, University of Maryland; Christin Jacquelyne Salley, University of Maryland, College Park; Sharon Fries-Britt, University of Maryland, College Park; Darryll J. Pines, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

] indicates is one way to ensure robust qualitative research.The research team also wrote analytic memos after each interview and openly discussed broadthemes that emerged from discussions with transfers. Miles, Huberman, and Saldaña [36]assert that analytic memos allow scholars to “reflect on and write about how [they] personally[relate] to the participants” (pp. 34-35). All transcripts were systematically and inductivelycoded individually by at least two members of the team; after coding transcripts individually, theteam then convened as a group of two or more to openly discuss and categorize themes thatcaptured crucial elements of participants’ experiences.In consideration of prior studies involving underrepresented racial and ethnic minorities