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Conference Session
Engineering Ethics Division Technical Session - Ethics Across Contexts
Collection
2019 ASEE Annual Conference & Exposition
Authors
Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
specialist. Core classes emphasize online content learning objectives, and module exercises tointegrate the module within the class’s syllabus. One of the modules developed was the Resolving DifficultEthical Issues e-Learning Module [19]. At the University, all 4th-year senior seminar course engineeringand computer science majors study the module as part of the seminar syllabus. Other work related to theassessment of the use of the e-learning modules has focused on contributions to the development ofstudents’ entrepreneurial mindset. The work presented here focuses on the effectiveness of the module tothe topic within the engineering ethics domain. The online module’s learning objectives were formed assequentially [19]. The module asks students to
Conference Session
NEE 1 - Innovative Teaching & Learning Strategies
Collection
2019 ASEE Annual Conference & Exposition
Authors
John Alexander Mendoza-Garcia, University of Florida; Heather Maness, University of Florida
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
second language. Accordingly, feel free to ask for repetition or clarification. I will be happy to provide it. Beyond addressing inclusion in the syllabus, I also recorded a welcome message that I expectstudents to watch at the beginning of the semester. In that video, I presented these inclusion ideasagain. In addition, I talk about diversity and students’ need to get prepared for the globalworkforce. Being in this course, I say in the video, “will develop your skills of working withnon-native speakers of English because English is my second language.”In addition to this, the instructional designer tested the slides and online content to make surethat they complied with the Americans with Disabilities Act and Section 508 of
Conference Session
Environmental Division Technical Session 4
Collection
2019 ASEE Annual Conference & Exposition
Authors
Daniel B. Oerther, Missouri University of Science & Technology
Tagged Topics
Diversity
Tagged Divisions
Environmental Engineering
- it stressed me out so much that sometimes it made it hard to focus on the information I was learning instead of the quickest way to get through the quizzes. M. I never took a course that was structured this way and I really enjoyed it. The minimum workload wasn't too much and there was room for the students to earn more if they wanted.” [6].And, “About the course [5605 Environmental Modeling] format: C. Please spend less time going over the 'rules'. Yes, the class has a unique structure, but students should read the syllabus. D. A major strength in this class is the grading system - any student who doesn't earn an 'A' is either lazy or stupid or both. E. The grading system encourages students to take
Conference Session
Curriculum and Assessment I
Collection
2019 ASEE Annual Conference & Exposition
Authors
Reza Sanati-Mehrizy, Utah Valley University; Kailee Parkinson, Utah Valley University; Elham Vaziripour, Utah Valley University; Afsaneh Minaie, Utah Valley University
Tagged Topics
Diversity
Tagged Divisions
Computing and Information Technology
Sciencedegree. Also, there are many online teaching platforms dedicated to this subject. However, there is noclear consensus on what knowledge students need in order to be able to accomplish the tasks thatemployers are expecting. We are in the process of developing a comprehensive curriculum tailored toteaching students the necessary Data Mining theory and skills in our institution.Our proposed curriculum is influenced by data gathered from syllabi of courses taught in the area of DataMining at different institutions of higher education across the United States. Each syllabus was used togather information for the topics taught in the class, the textbook and reading materials, the primarylanguage used to teach students the concepts, and the frequency of
Conference Session
First-Year Programs: Work in Progress Postcard Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Ramanitharan Kandiah P.E., Central State University; Krishna Kumar Nedunuri, Central State University; Edison Perdomo, Central State University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
Policy and Sexual Misconduct Policy were found themost interesting topics from students’ responses. The Mission and Vision of the institution andthe selection of the institution were found least interesting. Figure 1 summarizes the responses tothe use of various tools used in teaching. The students have overwhelmingly found thesupplemental classroom powerpoint presentations helped them in learning. This was followed bylearning from the articles on various topics and audio/video clips. The students alsooverwhelmingly found the online course management tool, Schoology helpful as the referencesource for the class notes, external links to related news media and articles, and assignments.Figure 1. Student responses to the use of educational resources
Conference Session
Engineering Physics and Physics Division Technical Session 3
Collection
2019 ASEE Annual Conference & Exposition
Authors
Mary Yvonne Lanzerotti, U.S. Military Academy; Kyle Wilhelm, United States Military Academy; William M. Meier, United States Military Academy; Krista Watts, United States Military Academy; Susan M. Lintelmann, United States Military Academy; Suzanne M. Christoff J.D., United States Military Academy
Tagged Topics
Diversity
Tagged Divisions
Engineering Physics and Physics
knowledge gain assessmentcomposed of 15 questions asking about the variables and units in 15 of the equations that studentslearn in the course (See Fig. 2). One of the questions asked about an equation that was not includedin the finalized syllabus; answers to this question were therefore not included in the analysispresented in this paper. In this survey, students were also asked four additional questions regardingwhat success meant for them; about their preparation for the course including which previouscourses they had taken in mathematics, physics, and chemistry; and about their expectations forthe instructor.A second portion of the pre-test/post-test offered to the intervention groups asked about studentattitudes toward learning the material
Conference Session
Mechanics Division Technical Session 2
Collection
2019 ASEE Annual Conference & Exposition
Authors
Anna K. T. Howard, North Carolina State University
Tagged Topics
Diversity
Tagged Divisions
Mechanics
different professors taught sections EngineeringStatics in Mechanical and Aerospace Engineering with no common syllabus or commonassignments. Drop, withdraw, fail (DWF) rates varied from 2% to 78% – students picked theircourse section based on grade expectation. Over the years between 2005 and 2013, I taught moreand more of the offered sections, effectively reducing course drift and enforcing a common set oflearning objectives.Figure 1. Total Enrollment in Statics Total as taughtinby Enrollment Howard Statics, Fall and Spring Author's sections, Other faculty's
Conference Session
NEE 2 - Strategies to Improve Teaching Effectiveness
Collection
2019 ASEE Annual Conference & Exposition
Authors
Dustyn Roberts P.E., Temple University; Joshua A. Enszer, University of Delaware; Allen A. Jayne P.E., University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Amy Trauth, University of Delaware; Andrew Novocin, University of Delaware; James Atlas, University of Delaware
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators
students to not ask questions that are covered on the syllabus?PurposeA syllabus has multiple functions that should be considered while creating the document. (1) Plan the course (for example, lay out the schedule and the assessments) (2) Communicate the objectives of the course (for elective courses, help students decide whether they truly want to take the course or not) (3) Serve as a “contract” or at least a “reference guide” for course policies (how to contact the instructor/s, coursework policies, etc)ContentAt a minimum, your syllabus should include the following information. Beneath each “main item”on this list are questions to consider as you decide what to include and how.• Course number, title, semester, section(s
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University
Tagged Topics
Diversity, NSF Grantees Poster Session
analysisactivities including:1. Content analysis of AM course syllabi will be used to develop lists of skills gained by students who successfully complete AM coursework. The unit of analysis is a syllabus from an individual course. All occupational completion points, student performance outcomes, or standards and/or certifications covered in the material will be analyzed through an iterative process using the codebook derived from relevant national, state, and professional standards and industry certifications. Researchers will also use established instruments to measure the extent to which the new professionals report entrepreneurial and intrapreneurial intentions [28-30]. In addition to qualitatively deriving areas of strong and weak
Conference Session
Liberal Education/Engineering & Society Division Technical Session 8
Collection
2019 ASEE Annual Conference & Exposition
Authors
Susan Gallagher, Montana State University; Irina Karapetyants, Russian University of Transport; Karalyn Clouser, Western Transportation Institute at Montana State University; Natalie Marie Villwock-Witte P.E., Western Transportation Institute at Montana State University
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
on thetopic. Five institutions (24%) estimated between 4 and 14 student contact hours on the topic andonly two respondents expected students to spend more than 14 hours on accessibility topics atthe graduate level. Overall, few differences were observed between the undergraduate andgraduate levels in expected student coursework exposure to accessibility topics.The survey requested information on the course number and title for departmental coursesoffering content related to accessibility and/or the ADA. Twelve civil engineering programsentered course information for 23 different courses containing ADA/accessibility content.Researchers located online course descriptions for twenty-two of the courses and obtained syllabifor ten of the courses
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
quantitative results yet, the benefits of usingvLabs were capture by an external evaluator who conducted focus group interviews with students.This section summarizes information during the focus group with eight students, enrolled atNNMC. Participants were interviewed by the project evaluator using a focus group strategy. Aftera brief summary of the purpose of the focus group, participants introduced themselves andprovided their year in college. Six students were seniors, one student was a fifth year senior, andone student was a junior. The group included seven males and one female. The evaluator used thecourse syllabus to guide the discussion related to course content. Students agreed the coursecontent was relevant to their needs, met or exceeded
Conference Session
Curricular Advancements in ECE
Collection
2019 ASEE Annual Conference & Exposition
Authors
Petronella A. James-Okeke, Morgan State University; Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Craig J. Scott, Morgan State University
Tagged Topics
Diversity
Tagged Divisions
Electrical and Computer
, Morgan State University Dr. J. ’Kemi Ladeji-Osias is Associate Professor and Associate Chair for Graduate Studies in the De- partment of Electrical and Computer Engineering at Morgan State University in Baltimore. She teaches undergraduate and graduate courses in computer engineering. Dr. Ladeji-Osias earned a B.S. in electrical engineering from the University of Maryland, College Park and a Ph.D. in biomedical engineering from Rutgers University. She is the Principal Investigator for Doctoral Scholars in Engineering. Dr. Ladeji-Osias’ involvement in engineering curricular innovations includes outcomes-based articulation and online delivery of undergraduate engineering degrees. In addition to conducting research on
Conference Session
Continuous Improvement in Engineering Leadership Development Programs
Collection
2019 ASEE Annual Conference & Exposition
Authors
Marnie V. Jamieson, University of Alberta; John M. Shaw
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
course. Not every individual on the team needed to possess all skills but theteam required at least one individual who possessed strength in each skill. Student teamswere approved following completion of a composite skill matrix, and an adequate plan toaddress areas of team weakness.Between 2010 and 2013 team and leadership development activities were instituted andelaborated. In 2014 funding was provided by the Provost’s Office for a majorredevelopment of the capstone course for blended learning delivery. During the transition,course level learning outcomes were examined and mapped to the twelve CanadianEngineering Accreditation Board Graduate Attributes (CEAB GA) and the results wereincluded in the course syllabus (Jamieson, 2015; 2016; Ivey
Conference Session
Outreach and Beyond in the Chemical Engineering Classroom
Collection
2019 ASEE Annual Conference & Exposition
Authors
Byron Hempel, University of Arizona; Paul Blowers, University of Arizona; Kasi M. Kiehlbaugh, University of Arizona
Tagged Topics
Diversity
Tagged Divisions
Chemical Engineering
Interventions Faculty Can Deploy to Increase Retention: A Faculty 2 Cookbook for Increasing Student Success 3 4 Byron Hempel^, Kasi Kiehlbaugh^, Paul Blowers^ 5 ^Chemical and Environmental Engineering, University of Arizona 6 Abstract 7 8 Student retention in college is often expected to be handled by advisers, staff, and administrators. 9 Faculty, however, are the only members in academia that students are required to interact with regularly.10 For most courses offered in higher education, the contact time between faculty and students is normally11 three hours per week, allowing faculty to have a large impact on student outcomes. This paper discusses12 how to deploy
Conference Session
Making an Impact: Building Support with Data and Design
Collection
2019 ASEE Annual Conference & Exposition
Authors
Hilda Teresa Ayala-Gonzalez, University of Puerto Rico, Mayagüez ; Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez
Tagged Topics
Diversity
Tagged Divisions
Engineering Libraries
of Engineering Accreditation and Assessment office to support the ABETengineering accreditation process. More recently, by working closely with the deans, directors,and graduate program coordinators, the liaison librarian assisted with the corroboration of theavailability of information sources listed in the syllabus bibliography of 146 courses. Thiscollaboration supported the approval of five new programs (one undergraduate and fourgraduate).Overall, the Engineering liaison librarian has implemented novel approaches to efficiently meetthe Engineering research community’s needs and expectations. With this underpinning, newpartnerships came forth to prepare competitive grant proposals. One example was the successfulestablishment of the
Conference Session
Design in Engineering Education Division: Capstone Design Practices
Collection
2019 ASEE Annual Conference & Exposition
Authors
Kimberly B. Demoret P.E., Florida Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education
students and provides the instructor anadjustment factor for use in grading. Though the CATME adjustment factors are often used toadjust team grades upward or downward for individual assignments, in this class formulas areused to convert an "average" peer feedback score into a grade of 85% and a "best possible" peerfeedback score to a grade of 100%. This scaling is identified in the course syllabus, which helpsto calibrate student expectations. All scores are posted to an online grade book visible to thestudents, allowing them to make adjustments in how they interact with their team as the semesterprogresses.The CATME system also allows students to provide private comments to the instructor on howthe team and its individuals were working (or not
Conference Session
NSF Grantees Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Louis J. Everett, University of Texas, El Paso
Tagged Topics
Diversity, NSF Grantees Poster Session
. Do one of the following. a. Individuals will identify a course they will teach within one year of the event and will: i. Create a syllabus for the class, ii. Identify an educational hypothesis that they can test while teaching the course, iii. Outline a next step process for accomplishing the study of their hypothesis, such as: 1. Literature review 2. Review assessment literature 3. Look for funding sources b. Individuals will identify an Undergraduate research project they will supervise within the next year and will: i. Indicate what prior
Conference Session
Experimentation and Laboratory-Oriented Studies Division Technical Session 1
Collection
2019 ASEE Annual Conference & Exposition
Authors
Matthew Vincent Bartolomeo, The Cooper Union; Amanda Lombardo, The Cooper Union; Michael Colella, The Cooper Union; George J. Delagrammatikas, The Cooper Union
Tagged Topics
Diversity
Tagged Divisions
Experimentation and Laboratory-Oriented Studies
extracurricular learning opportunities and hands-on supplements to traditional courseinstruction. The following paper describes the integration of a Formula SAE (FSAE) teamproject into a junior-level mechanical engineering experimentation course; it represents one ofnine projects in this course.The first half of the course is divided into modules that, for all students, progressively address: 1)the measurement chain and laboratory best practices using pre-existing experiments, 2) sensordesign, selection, and calibration, 3) statistical data analysis and uncertainty limits, and 4)technical communication skills. The second half tasks student teams to propose, design, build,and carry out an original experiment to an engineering problem they perceive can
Conference Session
First-Year Programs: Work in Progress Postcard Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Kamau Wright, University of Hartford
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
Hispanic students. Architecture, engineering, and technology students make upbetween 10% and 30% of the entering first year students. There was an application process forthe program. Students who were accepted, would be a part of a cohort of students who met witha lead instructor weekly, with the program being run as a 1-credit course. Additional instructorsfrom the student life side were also available to help facilitate activities, and connect students toco-curricular and extra-curricular aspects of college life. The present paper will describe some ofthe programming and assignments of this pilot program, and discuss some of the relatedstrengths, weaknesses, challenges, and successes. A primary focus of the programming was tohelp students
Conference Session
Multidisciplinary Engineering Programs
Collection
2019 ASEE Annual Conference & Exposition
Authors
Elizabeth Pluskwik, Minnesota State University, Mankato
Tagged Topics
Diversity
Tagged Divisions
Multidisciplinary Engineering
. They also write their recommended scores on a grid on a whiteboard,so grading consistency can be verified.Assessment in DesignProject work is graded collaboratively by the Design course instructors, the facilitators, and thedesign panel members. Most project work is graded as a team, and individual contributions areassessed by instructors and facilitators to increase or decrease an individual learner’s grade, asshown in Figure 1.Figure 1: Assessment summary from Design course syllabus, Spring, 2019, shows point allocationfor various deliverables and contributions to project completion.A new question was recently developed by a faculty member: “On the IRE Scale, how would yourate the team’s performance, relative to it’s potential?” (IRE Score
Conference Session
CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning
Collection
2019 ASEE Annual Conference & Exposition
Authors
Rylan C. Chong, Chaminade University
Tagged Topics
Diversity
Tagged Divisions
Cooperative and Experiential Education
notcomplete the surveys, and provided feedback that the self-efficacy section was too long and thestudy will have an attrition challenge with participants. In the next iteration, the number of self-efficacy questions was reduced as shown in Table 3. The questions were selected based on thecriteria that they aligned to traditional research competencies that students acquire throughresearch programs [44], the research items covered as many items of the research self-efficacysubscales from the literature, and the items covered the primary research activities on theINSuRE class syllabus illustrated in Table 1.An anonymous online pre-survey was distributed to students the week before the first researchactivity of the INSuRE class. Although there were a
Conference Session
ERM Technical Session 3: Working in Teams
Collection
2019 ASEE Annual Conference & Exposition
Authors
Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
activity. One weekprior to the start of the process, a topic was created and made available on Blackboard for studentsto study before the class. Likewise, the course syllabus was posted on Blackboard at the same time.An announcement was also created to prompt student’s attention about the activities posted onBlackboard and particularly, the grading policy for the course. In the grading policy, 50% of theentire semester grade was allocated to class project assessment, this includes; student presentation,discussion session, write-up, PowerPoint, and project defense. Through a weekly announcement,the professor provided pre-knowledge on what to be discussed in the sub-sequent classes on theBlackboard.Step II: Form the GroupStudents were given the
Conference Session
First-Year Programs: Work in Progress Postcard Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
students, and students with demonstrated need for academic support during the transition from high school to college.Jennie S. Popp Ph.D., University of Arkansas Jennie Popp, Ph.D. is a Professor of Agricultural Economics and the Associate Dean of the Honors Col- lege at University of Arkansas. As Associate Dean, Dr. Popp contributes to student success initiatives through the management of Honors College study abroad and research grant programs, the facilitation of the development of service learning and other new courses, promotion of undergraduate research activ- ities and in contributions to the PTG and Honors College Path programs. Her research has focused on identification and implementation of sustainable