Conference Session

Learning Mechanics Through Experimentation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William E. Howard, East Carolina University; Colleen Janeiro, East Carolina University

Tagged Divisions

Mechanics

 degrees 0 ‐0.05 0 0.05 0.1 0.15 0.2 0.25 0.3 0.35 0.4 Strain, % Figure 9 Stress-Strain Response of LaminatesOf course, the specimens were not fabricated with strict quality-control standards, and the testresults reflect that fact. For example, the students’ spreadsheet based on “typical” carbon-epoxyproperties would predict a modulus of 18.5 million psi for the modulus of the 0° specimens, andthe 700,000 psi published fiber strength would correlate to 420,000 psi tensile strength for a 0°specimen (assuming a 60% fiber content by volume). However, in the

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela L Dickrell, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

; Pictures of Final Prototype; Flowchart; CommentedCode; Design Limitations; and Appendix. The required sections and structure of the final designproject deliverables aim to facilitate students in reporting and reflecting on the integrative,iterative nature of the design project in this course. Figure 2: Module 01: Course Introduction and Makerspace Safety Figure 3: Module 02: Human-Centered Engineering DesignFigure 4: Module 03: Teamwork, Memos, Ethics & Environment Figure 5: Module 04: Solid Modeling & 3D VisualizationFigure 6: Module 05: Additive Manufacturing & 3D PrintingFigure 7: Module 06: Sensors, Microcontroller, & Actuators Figure 8: Module 07: Programming & Flow DiagramsFigure 9: Module 08: Final

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Rodriguez; Brian Le, Iowa State University ; Maria L Espino M.A, Iowa State University of Science and Technology

Tagged Divisions

Two-Year College

interviews conducted, and along with this, some students completed reflection journalentries every other month (bi-monthly). Within the interviews, the focus was understanding howthe community college that they were at, where there was an S-STEM program established, wasable to help them develop their science or engineering identity. In the reflection journal entries,the questions revolved around STEM recognition, interests, and performance/competence.Finally, the study triangulated findings from all forms of data (e.g. interviews, reflection journalsto understand the students’ STEM identity.Findings There were multiple themes that were formulated when looking at the findings from thestudy. Some of the themes that came from the study were

Conference Session

New Engineering Educators 3 - Grading: Grate or Great

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt M. DeGoede, Elizabethtown College

Tagged Divisions

New Engineering Educators

, 11, 12, 13, 14]. Some reported improvement inrelated exam scores [9, 10, 11]. Others found the practice increased students’ perception of theirown learning [13, 14]. Other approaches similar approaches require post-grading HW and examreflections where students must analyze their errors, reflect on what when wrong, and proposeadjustments to their study moving forward [15].Current Proposal/MethodsThe following approach has been used in 3 courses, ranging from a first-semester mathematicalmethods for engineers course to a 400-level analytical mechanics and vibration analysis course.Consistent with others emphasizing quizzes and exams over HW for grading [3, 5], the transitionin HW paralleled switching to a mastery-based grading scheme. Grading

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinlu Shen, Zhejiang University; Tuoyu Li, Zhejiang University

Tagged Divisions

Educational Research and Methods

engineeringeducation reform, and give suggestions for the construction of the second round ofnew engineering research and practice projects.2 BackgroundAt the end of 20th century, international engineering education reform was surging.Return to Engineering Practice, STEM Education, Engineering IntegrativeEducation, Engineering With a Big E, An Integrative & Holistic EngineeringEducation, CDIO, Holistic Engineering, Systematic Engineering, EngineeringEducation as a Complex System, Engineering Education Ecosystem, and otherconcepts have been proposed successively, all of which reflect the internationaldevelopment trend of innovative engineering education.[5] With the gradualtechnological breakthroughs in cutting-edge technologies such as

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cecilia La Place, Arizona State University; Shawn S. Jordan, Arizona State University

Tagged Divisions

Software Engineering Division

experience. Thoughit was not a requirement that they have graduated, the results of the sampling led to onlygraduated students being available for interviews. The use of graduated students provided theopportunity to have the participants reflect on their past experiences having completed theircapstones and hackathons. As a result of the selection criteria, some of the participants sharedeither a capstone experience or a hackathon experience with at most one other participant.Demographic data for these participants were not collected.Data CollectionParticipants were asked to bring two artifacts, their capstone project and a recent hackathonproject, and then participate in artifact elicitation interviews (Douglas et al., 2015). Artifactelicitation

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign

Tagged Divisions

Design in Engineering Education

memorizedand recited a definition provided in the training session, while the other reframed it in their ownwords. A short video was also used to familiarize students with some core activities of human-centered design, such as interviewing and ideating. Students then worked in dyads or triads tocomplete an activity aimed to simulate an HCD process while TAs facilitated discussions betweengroup members as needed. Students were instructed to interview each other about their experiencesrelated to staplers, staple removers and other paper fasteners. These interviews were repeated inseveral rounds to allow for reflection. Students often needed additional guidance from TAs to findnew questions and perspectives to better approach the problem. Students were

Conference Session

DISTINGUISHED LECTURE: 2019 Best PIC, Zone, and Diversity Papers Live Q&A

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Todd Haskell, Western Washington University; Jill Davishahl, Western Washington University; Lee Singleton, Whatcom Community College; Wade H. Goodridge, Utah State University

Tagged Topics

2019 Best Zone & PIC Papers

questions as a timed section of the first exam in fall 2018statics courses at both Whatcom Community College (WCC) and Western WashingtonUniversity. Analysis of students’ unprompted use of vector representations on the open-endedproblem-solving section of the same exam provides evidence of the assessment’s validity as ameasurement instrument for representational competence. We found a positive correlationbetween students’ accurate and effective use of representations and their score on the multiplechoice test. We gathered additional validity evidence by reviewing student responses on anexam wrapper reflection. We used item difficulty and item discrimination scores (point-biserialcorrelation) to eliminate two questions and revised the remaining

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camilo Andrés Navarro Forero P.E.; Odesma Onika Dalrymple, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

this work, in the earlyeighties, Jackson [2] in his book, “Towards a Systems of Systems Methodologies,” divides the typesof complex social systems into six different categories and reflects on the engineering tools that canbe used in each.This article presents a developing methodology that through the application of pluralistic multi-methods from critical systemic thinking, seeks to reduce the complexity of Social Complex Systems(SCS) from both qualitative and quantitative perspectives. This new methodology can help decisionmakers to identify what knowledge or information should be considered when implementing anintervention, then they can decide who should participate and how this participation should takeplace. This new methodology and its

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Eytan Adar, University of Michigan; Sophia Brueckner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

be an impediment during the design process.In psychology, sketching and drawing has long been thought to reflect how individuals think.Children’s sketches of human figures (the Draw-A-Person Test) have been considered to reflecttheir developing intelligence [45], [46]. Cognitive milestones have been tied to featuresreflecting the complexity of spontaneous drawings, with older children including articulatedparts such as fingers [47]. Research has also identified drawing as a cognitive aid, showing it ishelpful in organizing and remembering information [48]. Because sketches reveal designers’thinking [49], we reason that designers’ mindset about HCD may be similarly evident in theirsketches.MethodResearch GoalThe goal of our research was to

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Andres Brake, Lamar University; Oleksandra Sehin, Texas State University; John Wade Partain, Universidad Politecnica de Guanajuato; Damian Valles, Texas State University; Alberto Marquez P.E., Lamar University; Jesus Alejandro Jimenez, Texas State University; George Saltsman, Lamar University; Rosario Davis, Texas State University

Tagged Topics

Diversity

Tagged Divisions

International

solutionswere required. Students identified and adopted useful vocabulary and grammar structures, usingthese to design and deliver a group presentation which addressed an international engineeringconcern. • Foundations of leadership and leadership theory. • Leadership strengths assessment and explored how strengths uniquely empower the students a leader. • Exploration of students’ native culture using Hofstede's Cultural Dimensions [5] and compared against other cultures. o Included oral presentation regarding similarities and differences between cultures, expected business etiquette, potential team dynamics. • Reflection of individual values as a person and robustly engaged in discussions

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

program added a training session focusing on various aspects of intersectionality as it relates to individual’s social identities, and how mentors can use these knowledge to better interact with mentees. The Fall 19 training session began with a warm-up activity where participants were asked to map out their social identities (e.g. race, age, gender, language, etc.) and reflect on how their most salient social identities may influence how their students/mentees may perceive them, and how they may present themselves. This warm-up activity included asking the participants (mentors), to reflect about their own experiences in interacting with their mentors while they were navigating their higher education experience, and to

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

the design, delivery,reflection, and subsequent redesign of the program to meet the needs of middle school students.Major observations from the middle school program will be presented, along with key programcomponents. It was found that: students with ADHD benefit from a personalized learningenvironment that is centered around student interests and features flexibility and choice; thatinteractions with role models and mentors with ADHD in the context of engineering canencourage students to consider engineering as a career path; and that roundtable discussionshelped to build relationships between participants. A comparison of the middle and high schoolprograms indicates that the age in which the students were introduced to a strength

Conference Session

International STEM Education: International Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel A. Brennan, Pennsylvania State University, University Park; Julio Urbina, Pennsylvania State University, University Park; Jose F. Oliden, Universidad Nacional de Ingeniería; Juan Martín Rodríguez, Universidad Nacional de Ingenieria

Tagged Divisions

International

Module 2 were reported previously [4] and were slightly modified (based on both faculty andstudents’ feedback) for the second offering of the program. The critical aspects of Module 2 arebriefly reported here for completeness and a summary of the students’ reflection essays of thismodule are presented in Appendix 1. The rest of the paper focuses on Module 3 that concentrateson the Application of the UN SDGs through Drawdown.3.1 Learning objectives of the course:At the conclusion of this program, students should be able to: • Describe how the UN SDGs relate to Peru; Apply intercultural knowledge in communication scenarios connected to the Strategic Vision and Themes of Peru, and the US National Academies’ Grand Engineering

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa R. Volpatti, Massachusetts Institute of Technology; Alex Jordan Hanson, University of Texas at Austin; Jennifer M. Schall; Jesse N. Dunietz, Massachusetts Institute of Technology; Amanda X. Chen, Massachusetts Institute of Technology; Rohan Chitnis, Massachusetts Institute of Technology; Eric J. Alm; Alison F. Takemura, U.S. Department of Energy Joint Genome Institute; Diana M. Chien, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, our primary research question was: is the Comm Lab succeeding inimproving clients’ work according to our own metrics of success? I.e., do sessions bring clientscloser to our standards for a given communication task, which are informed by both rhetoricalprinciples and real-world field standards? To do so, we designed a quantitative, rubric-based,pre-post evaluation of authentic writing products: drafts for graduate school and graduatefellowship applications, assessed by authentic evaluators -- a team of our own peer coaches. Inorder to build a broader picture of the client’s analytical and reflective experience, wecomplemented the quantitative core of the study by collecting qualitative reflections about thecontent of the coaching session

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Chan, Troost Institute for Leadership Education in Engineering (ILead); Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto; Milan Maljkovic, Troost Institute for Leadership Education in Engineering; Emily Macdonald-Roach

Tagged Divisions

Engineering Leadership Development

crucibles of leadership, and organizational culture tointerpret the experiences and learning of the engineering leaders. The significance andlimitations of the research are discussed. For engineering educators, the findings authenticate forstudents the complexity of leadership under adversity in the workplace.IntroductionTo struggle or to fail is to be human. How we reflect and learn from such universally humanexperiences is what ultimately contributes to our personal and professional growth anddevelopment. As part of a larger project on engineering leadership, and with a central focus onthe theme of “struggle,” this paper presents findings from a focused analysis of 29 career historyinterviews with experienced engineering leaders. The larger

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

second, as a futureelementary education teacher creating a learning experience. As such, we needed a frameworkthat could transition with students as they first experience design as a pedagogy for learningscience and then later enact design as a pedagogy in elementary education classrooms. It alsoneeded to support teacher noticing in both contexts—preservice teacher preparation classroomsand elementary education classrooms—as a way to monitor and facilitate learning as well assupport reflective practice and sensemaking [26]. With specific reference to Berland [22], wesought a fundamental expansion of what it means to know and do engineering design byreframing how we think about the kinds of knowledge involved in being able to enactengineering

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Luke Kachelmeier, University of New Mexico

Tagged Divisions

Design in Engineering Education

point. Try to come up with different ways to meet the needs you identified, not just minor variations of the same solution.After 10-15 minutes, ask a few participants to share their beneficial ideas, including whether theynoticed something about the problem they had not previously thought about.ReflectReflection is an important part of the learning process [46]. Whether participants are learningabout the problem or how to do the process, reflection deepens the learning. The facilitatorshould guide a reflective conversation or ask participants to reflect in writing. Consider questionssuch as: • Can you share a little about how you felt as you went through the process, from defining the problem, to posing harmful &

Conference Session

Teaching Statics: What and How?

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Allen Evenhouse, Purdue University at West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanics

to 12 total, 4-hour days of in-class instruction, scattered over thecourse of 3.5 weeks. As a result, this transition process and the resulting course provides a uniqueopportunity for both personal reflection and for future research. This work-in-progress paper combines literature on study abroad programs and acceleratedlearning with instructor and student feedback regarding this instance of accelerated Statics offeredabroad through PUWL. More specifically, it examines the successes and shortcomings of thecourse in light of the logistical and pedagogical decisions made by the instructors, the students’own experiences abroad, and the literature-based best practices reviewed after the course’scompletion. By observing stand-out successes

Conference Session

ENT Division Technical Session: Entrepreneurship and IP

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

onstudents.This paper reflects a study on curricular pedagogical methods used to teach engineering studentsparticipating in entrepreneurial programs and ventures about failure and the research being doneto advance the community’s understanding of how to positively teach students about and throughfailure. We conducted a systematic literature review of student failure in the overlapping contextof engineering education, entrepreneurship, and psychology. The primary research questionbeing explored is: How is failure studied in the engineering entrepreneurship educationliterature? This research question is broken down into several sub-questions: 1) Whattheoretical frameworks are used to study entrepreneurial failure in this literature?, 2) How hasfailure been

Conference Session

Community Engagement Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

in Fig 1), ECD projectshave been motivated by faculty and students desire to help, personal and career goals, desires tostudy and work abroad, and desires to solve problems and to gain hands on experience onimpactful work [1][2]. Since then, some scholars have called our attention to how the focus ofwell-intentioned ECD projects on technological fixes and deliverables tend to leave out criticalreflections of engineers’ motivations to be in these projects, and of the processes required tobuild trust and determine communities’ priorities and desires [3][4]. Unfortunately, these calls tocritical reflection in the ECD space are often overshadowed by the continued emergence ofmilestones and challenges (e.g., UN Sustainable Development Goals, NAE

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

’ views of success included commonmeasures of academic success in engineering; they also reflected participants’ longer-term careergoals and financial plans. Findings have implications for the development of robust engineeringpathways at both 2- and 4- year institutions. Departures from the “norm”: How nontraditional undergraduates experienced success in an alternative engineering transfer programThe idea/ideal of the traditional college undergraduate as “one who earns a high school diploma,enrolls full time immediately after finishing high school, depends on parents for financial support,and either does not work during the school year or works part time” is giving way in 21st centuryAmerica [1]. As early as 2002, researchers noted

Conference Session

Technical Courses and Liberal Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shehla Arif, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

rectangles are desks on which computers are placed. (b) is a design ofa panopticon conceptualized by Jeremy Bentham [20].Liberative [1], [16] or engaged [21] pedagogies seek shifting of power in and outside theclassroom. The student is trusted as an equal partner in the process of learning and teaching. Thestudent experiences are valued. The responsibility of education is shared between the studentsand the instructor. The instructor facilitates learning of (individual) and among (peer) students.The shared goal is that of liberation in the sense of equity and social justice. Liberation is soughtthrough “praxis” [1] (reflective action that affects constructive changes in the world). In thisway, education becomes “practice of freedom” [21]. Practicing

Conference Session

Sustainability and Social Responsibility

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

sustainabilitycame from the United States [9]. The study also identifies topics pertaining to engineering aswell as education and educational research as among the most numerous [9]. Based on theirfindings, the authors conclude, “there is considerable growth in studies related to sustainabilityand education for sustainability issues, reflecting their importance to the fields of teaching andresearch, as well as for mobilizing society to embrace sustainable development [9].” Below I briefly summarize two studies that follow on the trajectory mapped by VeigaÁvila and his colleagues. Both of these essays stress the importance of integrating learningmodules on sustainable development into core courses in the first or second years of anengineering

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

must complete 2 courses, oneduring their first term of co-op experience and the other in the last 4 months of their finalterm. Students also must write a report at the end of each term. The courses are centeredaround reflection and portfolio management, while the term paper is a description of their joband is reflective in nature. Similar to other schools, there is a fee associated with both of thesecourses for access to the portal, much like other co-op programs. Students also choose to do internships outside of the co-op program. Although theseinternships are within their field of study, they are not registered with the coop program.There are various logistical and personal reasons for this decision and are not fully discussedin this

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Kralick P.E., United States Military Academy; Barbara A. Karanian, Stanford University

Tagged Divisions

Design in Engineering Education

focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery. c American Society for Engineering Education, 2020Implementing Abbreviated Personas into

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

challenges arise: that of ensuring academic rigor and of anchoring andcapturing learning, especially given the additional cognitive load presented by being abroad.CREATE employs an evidence-based, international collaboration model - developed and improvedover the course of two previous study tours - to meet these challenges. The learning plan consists ofpre-travel online activities, knowledge capture and collaborative sharing during travel, and post-travel reflection. These activities combine to support educators in gathering and preservingknowledge gains and to facilitate collaborative knowledge-building that leverages the expertiseand skills of the participant cohort.While this paper presents the results of the CREATE professional development

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University

Tagged Divisions

Software Engineering Division

activities each by 6%, 5%, 17% and 1% (respec-tively) can show an improvement in student learning as reflected in the midterm exam grades.Although the improvement in this study was not statistically significant, a follow up study do showstatistical significance.3 LES Integration Model (LESIM)Figure 1 shows the Learning and Engagement Strategy Integration Model (LESIM) described in[8]. The top of the figure shows the different pedagogical approaches including the LESs - col-laborative learning (CL) gamification (GA), problem-based learning (PBL) and social interaction(SI); and the traditional approach - lecture style (LS). These approaches are used in the context ofF2F and online learning environments with access to both F2F and online learning

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

provide this framework. 4. Mode of Assessment: Standardized tests or general exams are useless. Student assessment should be based on their individual reflection of their own learning progress and their contributions to the collective learning process. 5. Source of Knowledge and Information: Our students have numerous information sources (books, articles, search engines, blogs, MOOCS etc...). We cannot act as subject matter experts any more. But we will need to play the role of integrator/mentor/coach so all the information can be optimally used. 6. Setting for Learning: Learning is a social activity. We have to open our campuses and invite students in to use this space as a place for meetings and encounters, for discussion

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John C. Kelly, North Carolina A&T State University; Mohamed F. Chouikha, Prairie View A&M University; Craig J. Scott, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Demetris Geddis, Hampton University; Mandoye Ndoye, Tuskegee University; Shiny Abraham, Seattle University; Miguel Velez-Reyes P.E., University of Texas at El Paso; Saleh Zein-Sabatto, Tennessee State University; Raziq Yaqub, Alabama A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

often focused on hiring students in those strongresearch-based R1 programs.The future of any educational institution depends on the quality of its educational programs andclear pathways to future professional careers for its students. In the past decade, the engineeringdisciplines in general, and ECE in particular, have been experiencing huge transformations withfast-emerging new disciplinary areas. New technology areas range from quantum computing tomachine learning, cyber-physical systems, internet of things (IOT), industrial internet of things(IIOT), etc. It is becoming a challenge for small educational institutions such as some IECmembers to reflect new technology areas in their educational offerings, as well as take advantageof new trends