Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Paper ID #27366Facilitating a Student-Led, Large-Scale Engineering Bridge Camp: TwelveYears of Tips from the TrenchesAdrienne Steele, Louisiana State University Adrienne Steele has 20 years experience in STEM education. Currently, Adrienne works at Louisiana State University as the Assistant Director of Student Programs and Outreach in the Chevron Center for Engineering Education. Her current responsibilities include managing a large peer mentoring program, fa- cilitating all aspects of a first year student bridge camp, assisting faculty members with outreach activities and grant proposals, and working with other

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

theNGSS [34]. The urgent need for large-scale teacher PD to support schools for effective adoptionof NGSS has been highlighted recently [35]. Unfortunately, as reported in a study of NGSS-focused PD [31], participating teachers experienced significant challenges in aligning lessons tothe NGSS because of (1) limited time, materials, and curricular resources and lack of continuedsupport and (2) lack of assessments to support teacher transition away from the old sciencestandards. According to [31], incorporating the NGSS in classroom teaching and learning wasadditionally challenging because new NGSS-aligned assessments were not adopted by the schooldistricts, resulting in a mismatch between classroom instruction vs. the student learning outcomes.For

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Straub, North Dakota State University

Tagged Divisions

Cooperative and Experiential Education

coveredinstructional techniques [3] such as competitions [4], metaphors [5], games [6] and peer mentoring[7] and instruction [8]. Studies have also focused on the development of exercises [9] and learningtechnologies [10] for hands-on educational activities.Undergraduate research is one form of project-based learning (PBL). The application of PBL tocybersecurity education has been previously studied. Studies have considered the use of puzzles[11] and challenges [12] to aid learning. Significant interest has been paid to competitions [13]–[16] and the students that participate in them [17]. A limited amount of prior work [18] has alsobeen conducted related to undergraduate research activities in cybersecurity and the benefits theyproduce.2.2. Project-based

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University; Julie Rojewski, Michigan State University; Astri Briliyanti

Tagged Divisions

Continuing Professional Development

Paper ID #27333Partners in Professional Development: Initial Results from a CollaborationBetween Universities, Training Programs, and Professional SocietiesDr. Katy Luchini-Colbry, Michigan State University Katy Luchini-Colbry is the Assistant Dean for Graduate Student Services at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Christopher McComb, Pennsylvania State University, University Park; Julie Rojewski, Michigan State University; Astri Briliyanti, Michigan State University; Dirk Joel-Luchini Colbry, Michigan State University

Tagged Divisions

Engineering Leadership Development

Director of the HPCC. Dr. Colbry collaborates with scientists from multiple disciplines including Engineering, Toxicology, Plant and Soil Sciences, Zoology, Mathematics, Statistics and Biology. Recent projects include research in Image Phenomics; developing a commercially-viable large scale, cloud based image pathology tool; and helping develop methods for measuring the Carbon stored inside of soil. Dr. Colbry has taught a range of courses, including; com- munication ”soft” skills, tools for computational modeling, Numerical Linear Algebra, microprocessors, artificial intelligence, scientific image analysis, compilers, exascale programing, and courses in program and algorithm analysis. c

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

Tagged Topics

Diversity, NSF Grantees Poster Session

recognition of the need tohave TAs and peer leaders prepared to support active learning in the lectures and recitations.With each subsequent year in the project, changes were implemented based on lessons learned inthe previous semester. In addition, the focus on cross-course connections has deepened, withfaculty not only looking at concepts that apply across courses but trying to understand whycertain concepts are not transferring. There has also been an increased use of assessments toidentify exactly where the students are having difficulty to address deficiencies in understanding(or, in some cases, gaps in prior knowledge). There are beginning to be more sophisticatedattempts to evaluate the success of the changes that had been made. For example

Conference Session

Engineering Physics and Physics Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Yukio Yoritomo, University of Illinois, Urbana-Champaign; Nicole Turnipseed, University of Illinois, Urbana Champaign; Maxx Joseph Villotti, University of Illinois, Urbana-Champaign; Aric Tate, University of Illinois, Urbana-Champaign; Kelly Searsmith, University of Illinois, Urbana-Champaign; Matthias Grosse Perdekamp, University of Illinois, Urbana Champaign; Paul Prior, University of Illinois, Urbana-Champaign; Julie L. Zilles, University of Illinois, Urbana-Champaign

Tagged Divisions

Engineering Physics and Physics

member’s course or courses. Third, the structure of theWAE program included individualized mentoring for interested faculty (and, in this case, theircourse staff) while they were implementing changes in their courses. The pilot run of WAEoccurred over an academic year, with the weekly meetings occurring in the fall semester and theindividual mentoring in the spring. A detailed description of the WAE program is available inWare et al. [10].This paper presents a case study from WAE that highlights how the cooperative, interdisciplinaryprogram fostered change within a writing-intensive Physics course. The course, entitled NuclearWeapons and Arms Control and hereafter referred to as Phys 280, involves the nontechnicalstudy of the physics of nuclear

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Martin A. Watkins, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and authentic, the belief thateach member brings different and potentially useful information to the task, and theopportunity to iterate design ideas over time. Framing agency provides a lens forunderstanding the kinds of design learning experiences students need to direct their ownlearning and negotiate that learning with peers in design projects.IntroductionManaging design projects in undergraduate coursework is challenging, in large partbecause design problems are ill-structured, meaning there are many possible solutionsand framings of any design problem [2]. As engineering programs have increasinglyincorporated design challenges into first year and core courses, faculty must makedifficult decisions about feasibly managing design

Conference Session

NEE - 3: Improving Homework and Problem-solving Performance

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alicia Baumann, Arizona State University; Stephanie M. Gillespie, Arizona State University; Nicolle Sanchez, Arizona State University

Tagged Divisions

New Engineering Educators

of teaching assistants in the classroom is oneapproach that instructors use to help with implementation of active learning activities and anoption to provide peer-to-peer guidance. While teaching assistants can come in both flavors ofgraduate and undergraduate, multiple studies show the positive effects of using undergraduateteaching assistants (UGTA) on the overall student experience.In a 2015 study by Arizona State University Schools of Engineering [2], undergraduate studentretention practices were analyzed to determine the factors of retention of first-year engineeringprograms. Comparisons in the value of curricular and co-curricular experiences as well asstudent support programs showed that providing peer mentors as role models or UGTAs

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

education conference-global engineering: knowledge without borders, opportunities without passports, 2007. FIE’07. 37th annual, 2007, p. T1E–8.[47] A. Knutas, J. Ikonen, D. Maggiorini, L. Ripamonti, and J. Porras, “Creating software engineering student interaction profiles for discovering gamification approaches to improve collaboration,” in Proceedings of the 15th International Conference on Computer Systems and Technologies, 2014, pp. 378–385.[48] M. J. Mayo, “Video games: A route to large-scale STEM education?,” Science (80-. )., vol. 323, no. 5910, pp. 79–82, 2009.[49] M. Nino and M. A. Evans, “Lessons learned using video games in the constructivist undergraduate engineering classroom,” in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Alan E. Ellstrand, University of Arkansas

Tagged Divisions

Entrepreneurship & Engineering Innovation

not) innovativeness and creativeness in order to establish a baselineand then to measure and evaluate our programs and the effects of changes we make to them.Lessons Learned and Final ThoughtsWe have learned many excellent lessons through developing, implementing, and improving thisprogram to this point in time. Probably first, and foremost, remains that an innovation programpedagogy needs retrospectives, iterative improvements, new innovations based on curriculumand course feedback, and an ability and willingness to be flexible. We have also found astudent-center pedagory of an open-ended, active learning-based, problem

Conference Session

Manufacturing Division Technical Session 7

Collection

2019 ASEE Annual Conference & Exposition

Authors

Irina Nicoleta Ciobanescu Husanu, Drexel University; M. Eric Carr, Drexel University

Tagged Divisions

Manufacturing

possible and may be used to improve the existing braking systems. However, thissystem, as built, cannot achieve the performance required by the current braking standards. Besides the major milestones and project design, we will describe the lessons learned and assessmentof this project throughout the academic year. The educational impact of such project is assessed as well,focusing on the interdisciplinary nature of the approach.1. Introduction 1.1. Educational Context Capstone projects are a graduation requirement for our Engineering Technology program at DrexelUniversity. The capstone course sequence consists of 3 quarter-based courses, 3 credits each course, thatstudent need to complete during their senior year. During these