Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jon D. Nelson P.E., Tetra Tech, Inc; Monte L. Phillips P.E., Americal Society of Civil Engineers; Craig N. Musselman, CMA Engineers, Inc.; Michael J. Conzett, HDR, Inc.

Tagged Divisions

Civil Engineering

pathways allowingsomething less than a degree from a program accredited by the Engineering AccreditationCommission of ABET, Inc. (EAC/ABET) still exist in many jurisdictions.Before 2006, the NCEES ML&MR allowed three educational pathways to licensure. The basicpathway required a bachelor’s degree (B.S.) from a program accredited by EAC/ABET. Twoother pathways relating to post-baccalaureate degrees (masters and doctorates) existed, but thesealso had some connections to accreditation by EAC/ABET. Consequently, the minimumeducational standard for licensure as expressed in the NCEES ML&MR was essentially theEAC/ABET B.S.4Starting in 2001, movements—with roots in both ASCE and NCEES—were initiated to raise thelevel of the educational

Conference Session

Reflections on the “Raise the Bar” Initiative (Part II) - Using a Decade of Experience to Chart the Future

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

can be viewed as the foundational stem upon which several extensions can be grafted: (1) continued professional depth through a professional master’s degree in engineering, and (2) transition to non-engineering career paths such as medicine, law, and business administration.  The masters degree should introduce engineering as a profession, and become the requirement for professional practice.9This is a compelling vision for the future of engineering education—one that proactivelyaddresses the challenges that lie ahead. It stands in sharp contrast with the complacent defenseof the status quo reflected in the ASME position paper.7. “ASME believes that increasing educational

Conference Session

Software and Web-based Learning in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kevin P. Pintong, Binghamton University; Douglas H. Summerville, Binghamton University; Kyle Temkin, BInghamton University

Tagged Divisions

Electrical and Computer

25.1376.16Performance of the online course was compared to traditional students using two conceptinventories. The same concept inventory was given to traditional students as a basis forcomparison. Concept inventories are multiple choice examinations designed to test whether astudent has mastered concepts. Each question targets a specific concept and each answer choicewithin a question is designed to diagnose misconceptions. An example question from the conceptinventory is given below in Figure 8. 19 20Figure 8: Concept Inventory Example Question What is the power dissipated by element A? I = 10 A + + V= 5 V A

Conference Session

ETD Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Devdas Shetty, University of Hartford; Claudio Campana, University of Hartford

Tagged Divisions

Engineering Technology

Conference Session

ChemE Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; John L. Falconer, University of Colorado, Boulder; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

Conference Session

New Concepts for Alternative Energy Courses and Concepts

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kala Meah, York College of Pennsylvania; Phillip Barnett, York College of Pennsylvania; Paul Isaac Deysher, York College of Pennsylvania; K. Vaisakh, Andhra University

Tagged Divisions

Energy Conversion and Conservation

. Page 25.1083.3 2Course Syllabus: The course is divided into three parts.  Part I: Photovoltaic Power Systems: Theory, current technology, and use  Part II: Wind Power: Theory, current technology, and use  Part III: Energy storage theory and methods, power electronic interfaces and other supporting electronics and controls, and stand-alone and grid-connected renewable energy systems.Due to the diverse topics that need to be covered in this course the following books were used asreferences (Patel, 2006; Masters, 2004; Ackermann, 2005; Messenger & Ventre, 2010). Based on theinstructor’s research and textbook

Conference Session

Energy Conversion and Conservation Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nick J. Surface, University of Kansas; Bryan Anthony Strecker, University of Kansas; Jonathan M. S. Mattson, University of Kansas; Christopher D. Depcik

Tagged Divisions

Energy Conversion and Conservation

AC 2012-3758: SMALL-SCALE SMART GRID CONSTRUCTION ANDANALYSISMr. Nick J. Surface, University of Kansas Nick Surface is a British student studying in Kansas for a master;s degree in mechanical engineering. In 2007, he received his bachelor’s degree at City University London, followed by six months interning at BMW in Munich, Germany. His specific area of interest is automotive technology. The focus of his thesis is developing energy infrastructure for the purpose of charging electric vehicles and reducing reliance on fossil fuels.Mr. Bryan Anthony Strecker, University of Kansas Bryan Anthony Strecker has a B.S. in mechanical engineering, University of Kansas, and will have a M.S. in mechanical engineering

Conference Session

Electrical and Computer Engineering Technology Projects and Applications

Collection

2012 ASEE Annual Conference & Exposition

Authors

Antonio Francisco Mondragon, Rochester Institute of Technology; Adriana Becker-Gomez, Rochester Institute of Technology

Tagged Divisions

Engineering Technology

their own. The other point is that the actual microcontroller architecture,memory and peripherals have been hidden such that it can be ported to different processor coreswithout the need for the user to be aware of the details. Since the platform is designed so that theuser does not care about the underlying architecture, memory structure and peripherals available,it cannot be used in a course on microcontrollers where the students are to learn the low leveldetails of a particular architecture.In addition, there are basically no engineering jobs that would require mastering the Arduinoplatform since it is so generic that no company will highlight as important the skills acquiredthrough an informal very high level platform. If the course or

Conference Session

Software Engineering Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

A. Frank Ackerman, Montana Tech of the University of Montana; Sushil Acharya, Robert Morris University

Tagged Divisions

Software Engineering Constituent Committee

?” Page 25.1166.7 [note 8]; 40% (2) said they were accredited and 60% (3) said that they were not. There were 18 responses to the question: “Does your institution also offer a Masters degree in Software Engineering?” The responses were exactly evenly split.3.3. Software Engineering Courses for Other Degree ProgramsRespondents who said that their institutions did not offer a bachelors degree with “SoftwareEngineering” in the title, or who chose “Other” were asked questions about which courses theyoffered and whether or not these courses were offered by the Computer Science department, orengineering department, or other department. The table below summarizes the courses and thedepartment that offers them. To make it easy for a respondent to

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Liesl Hotaling, University of South Florida, St. Petersburg; Susan Lowes, Columbia University; Peiyi Lin, Columbia University; Rustam Stolkin, University of Birmingham; James S. Bonner, Clarkson University; William David Kirkey, Clarkson University; Temitope Ojo, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

build the temperature, conductivity and turbidity sensors and wereintroduced to the depth sensors. The teachers worked with Modules 3 and 4, pulling all thesensors and information learned together to develop their own local sensor networks. In responseto discussions with teachers about their students’ struggles with the math involved, a “fast-forward” version of the temperature sensor was created which eliminated much of the algebrarequired. The result is a sensor that is less accurate but still exposes students to the generalconcepts.The staggered introduction of the information was purposeful, designed so that the teacherswould not be overloaded with information all at one time. Even so, there some teachers struggledto master the information

Collection

2001 Annual Conference

Authors

Ron Chin; Kamran Qamar; Gary Krikorian; Joel Weinstein

students for the real world is not a simple task. Technical skillpreparation is something that is easily grasped. In the final analysis, each of our project teamswas able to master their tasks and each provided powerful convincing demonstrations of aworking prototype. As educators, we can certainly take pride in the sense of realism that we haveinstilled in our students.But if we are to truly prepare our students for the real world, the areas of team management andindividual motivation within the team must be addressed. It was certainly the greatest challengethat these students had to face in this experience and what they have learned will no doubt be agreat help for them as they enter the industrial world

Collection

2000 Annual Conference

Authors

Phillip J. Cornwell

taking thetraditional dynamics course. From this assessment it is clear that the new curriculum does nothurt the students and in fact it appears to help them in mastering the mechanics material.For this assessment, the majority of students in the SEC were majors in electrical engineeringand computer engineering and the students in the traditional dynamics course were mechanicalengineering majors. Therefore, the question remained as to whether the students in the newcurriculum performed better because the EE/CO students were academically superior to the ME Page 5.241.15students or because of the new curriculum. Since this curriculum was required

Collection

2000 Annual Conference

Authors

Teresa Larkin-Hein; Dan Budny

. mastering theories.• Main interest is in things that directly and • Are best in situations that needs sound visibly affect peoples’ lives. common sense and practical ability. Page 5.727.12 Session 3280 Table 4. Intuitive Types/Introverts INFJ INFP• Succeed by perseverance, originality, and • Quiet observers, idealistic, and loyal. the desire to do whatever is needed or • Important that outer life is congruent with wanted

Collection

2001 Annual Conference

Authors

Vijay Arora; Lorenzo Faraone

Bordogna,19 21st centuryprofessionals will need to be astute makers, trusted innovators, change agents, master integrators,enterprise enablers, technology stewards, and knowledge handlers. The environment in whichthey are brought up will play a major role in their total development.Ironically though, no asset is so vital, yet so poorly understood and managed, as the C&Icapabilities of an organization. This paper is designed to provide insights and guidelines to startand grow these resources. From Accountants to Zoologist (A to Z or anything in-between), onecan learn how to turn potential into performance by becoming a leader in one’s own domain. Therole of leadership in developing strategic directions is in discovering the channels through

Collection

1998 Annual Conference

Authors

Narayanan Komerath

the multimedia projector andthe computer in the Design Auditorium where the class was conducted, the secrets behind thesuccess of the “thumbrules” were revealed: how formulae were placed into the spreadsheet, andhow easy it was to re-do the entire set of calculations. The class watched with interest, becausethey would be doing this very soon. On Assignment 5 they were asked to set up their owncalculations, and reproduce (or come close to) the results obtained by the instructor. This againwas only graded as “completed” because several students merely typed in many of the results asconstants into their spreadsheets, rather than calculate them using formulae. The use ofspreadsheets for engineering calculations is not expected to be mastered at

Collection

1999 Annual Conference

Authors

Robert Borchert; David Yates; Daniel Jensen

student is attempting to master. In cases where thematerial is abstract, the addition of hands-on experience seems to provide an increase in learningpotential. In the case of learning more rudimentary material, such as the simple retention offacts, the supplementary hands-on material does not appear to provide significant enhancement[Laurillard, Flori]. Also, the hands-on content appears to be received differently by studentswith different MBTI types [Jensen4]. As with the visualization content, there again appears to bea lack of statistically significant assessments in this area.In the particular area of solid mechanics, current hands-on content appears to be limited to somephotoelasticity-based experiments (which sometimes are really class

Collection

1999 Annual Conference

Authors

Essam M. Kosba; Ahmed Dawoud

most related three concepts expert believesthat, when not grasped, they cause the bug. PTITS Student Model (SM) contains several sub-models. Student Profile Model (SPM) isdesigned to keep general information about the student. SPM contains general description ofsome cognitive and psychological characteristics and preferences of a student. SPM containsalso some historical information that describes how the student go through the course e.g.,number of sessions he made, the time elapsed in each session, his score in quizzes, etc. Page 4.89.9Student Knowledge Model (SKM) is used to know which concepts are mastered by thestudent and which are not

Collection

1998 Annual Conference

Authors

Matt W. Mutka; Betty H. C. Cheng; Diane Rover

concepts, students were grouped into de-sign teams and skill teams. Several skill teams were formed regardless of project specifics:course and project management; web site development; and documentation and presenta-tion. A student management team supported overall course coordination, project planningusing Microsoft’s Project software, and design-team and skill-team assessment; a web sitedevelopment team built and maintained a web site for each design team; and a presentationand documentation team mastered Microsoft’s Powerpoint and Word software and developedstandard formats for use by all teams in the company. Each design team had one memberon the management, web, and documentation skill teams. These skill teams lasted for theduration of the

Conference Session

Graduate Studies Division (GSD) Technical Session 7: Graduate Student Experiences

Collection

2024 ASEE Annual Conference & Exposition

Authors

Crystal Alicia Nattoo, Stanford University; Crystal E Winston, Stanford University; Rachel A. G. Adenekan, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies Division (GSD)

whether I belong in academia. One of multiple examples of thisis when I was working on a figure for a conference abstract. After receiving criticism, I decidedto remake one of my conference figures and then ask a more advanced graduate student to providefeedback. This seemed like the perfect opportunity to seek constructive feedback from a moreexperienced lab member who had mastered the art of figure-making. The student kindly reviewedmy revised figure, but while he was providing the feedback, a professor said to me “You need tolearn critical thinking. Another student should not be doing your work for you.” I was stunned thatthe assumption was that I did not know how to think and was planning to outsource my work toother students. Despite this, I

Conference Session

First-Year Programs Division: Best of FPD

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shabnam Wahed, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Paper ID #41586A Case Study on How Instructors’ Pedagogical Knowledge Influences TheirClassroom Practices for First-Year Engineering CoursesShabnam Wahed, Virginia Polytechnic Institute and State University Shabnam Wahed, currently pursuing a Ph.D. in Engineering Education, is dedicated to revolutionizing the learning experience for engineering students beyond mere memorization. Passionate about elevating students’ conceptual understanding, Shabnam directs her efforts toward refining the teaching and assessment methods for mastering fundamental and challenging engineering concepts. With a background in Electrical and

Conference Session

First-Year Programs Division Technical Session 6: Equity, Inclusion, and Access

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Hicks, Texas A&M University, Kingsville ; Michael Preuss, Exquiri Consulting, LLC; Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University, Kingsville; Mahesh Hosur, Texas A&M University, Kingsville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

Industrial Engineering at Texas A&M University-Kingsville since 2016. He graduated from Texas A&M University-Kingsville with a Master’s in Mechanical Engineering in 2016 and currently working on his PhD in Engineering at Texas A&M University-Kingsville.Dr. Mahesh Hosur, Texas A&M University, Kingsville Mahesh Hosur, PhD Associate Dean, Research and Graduate Affairs Mahesh Hosur received his education from India with a Bachelor of Engineering (B.E.) degree in Civil Engineering from Karnataka University (1985), Master of Technology (M. Tech.) degree in Aeronautical Engineering from Indian Institute of Technology, Bombay (1990) and Ph.D in Aerospace Engineering. from Indian Institute of Science, Bangalore

Conference Session

Equity and Belonging

Collection

2024 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Virginia Polytechnic Institute and State University; Lucas Adams, Clarkson University; Mohammad Meysami, Clarkson University; Jan DeWaters, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Equity, Culture & Social Justice in Education Division (EQUITY), Liberal Education/Engineering & Society Division (LEES)

Conference Session

Flaming Moe's Influence: Bio-Inspired STEM Explorations, Hot Stuff!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Michael Helms; Jeffrey H Rosen, Georgia Institute of Technology; Marc Weissburg, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

arepresented in Table 1. Pseudonyms have been assigned to protect the privacy of the participants.Table 1. Teachers’ Demographic Information Teacher ID Gender Ethnicity Background/Years of Experience • Master and specialist degree Josh Male White • 22 years teaching; 20 years science (biology); 2 years engineering African • Bachelor’s degree Jamal Male American/Black • 20+ years of teaching engineering African • Bachelor’s degree Asher Male

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Conference Session

MECH - Technical Session 15: Engineering Education Research and Reviews

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibrahim Nihad Awartani, University of Cincinnati; Iman Shayegani, University of Cincinnati; David Allen Evenhouse, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

Paper ID #42050Exploring Intervention Research in Statics Courses: A Systematic Review ofASEE Publications from 2013 to 2023Mr. Ibrahim Nihad Awartani, University of Cincinnati Ibrahim Awartani is a fresh first-year international doctoral student pursuing Engineering Education in the Department of Engineering and Computing Education at the College of Engineering and Applied Sciences at University of Cincinnati. His bachelors background is a Mechanical Engineering degree from Philadelphia University in Jordan. His masters background is a Master’s of Sciences in Engineering Management from Eastern Michigan University. He

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 4 - Engineering for One Planet & Sustainability Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mackenzie Booth, Cedarville University; David Brian Dittenber P.E., Cedarville University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

Paper ID #43557Evaluating the Development of Higher Order Thinking with an EnvironmentalEngineering Build ProjectProf. Mackenzie Booth, Cedarville University Mackenzie Booth is an assistant professor of civil engineering at Cedarville University, where she has served since 2020. Prior to joining the faculty at Cedarville, Mackenzie completed a Master of Science degree in Environmental Engineering at Purdue University. She completed her undergraduate studies at LeTourneau University. Mackenzie believes environmental engineers are tasked with stewarding the world’s natural resources in sustainable ways, glorifying God, and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

deeper understandingof her research topic to be able to contribute to society. Mark Lankenau, on the other hand, wantedto be able to answer others’ questions or figure out answers to people’s questions when the answerswere not easily found. “… It's a two-fold goal of get that degree but also be a master of the field, understand the field enough that you could explain at least a majority of what's going on. And enough to say like I don't know exactly what's going on but I know how to find out what's going on.” – Mark Lankenau, Interview 1As the participants progressed through the first year of graduate school, however, professionalgoals became less extended. Their professional goals began to evolve as early as the

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

postgraduate research studies as a Master of Engineering student. A Critical thinker continuously looking at ways of improving teacher-student engagement processes, I am adept in organizing work flow, creating lesson plans, presenting ideas in a compelling way, interacting with the learners and fellow trainers with a view to improving content delivery across a range of engineering topics in a learner-based and hands-on approach. As such, I maintain professional boundaries while building lasting relationships. My passion for teaching encompasses circuit analysis, electrical machines and digital electronics, courses delivered while working as an assistant lecturer in Kenya at The Jomo Kenyatta University of Agriculture and

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

Paper ID #41746A Tool for Gaining Insight into Students’ Self-Directed Learning SkillsMiss Toluwalase Opanuga, University of Nebraska, Lincoln Toluwalase Opanuga is a second-year Ph.D. student specializing in Engineering Education Research and a research assistant at the University of Nebraska-Lincoln. She holds a Master of Science in Industrial Engineering from Eastern Mediterranean University, Turkey, and a Bachelor of Science degree in Electrical Engineering from the University of Ibadan, Nigeria. Her research areas include self-reflection, self-directed learning, faculty development, global competence, and

Conference Session

Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, Westmont College; Elijah Cicileo; Jonah Kai Swanson; Gregory Reich

Tagged Divisions

Design in Engineering Education Division (DEED)

as manifestations of design ideas," ACM Transactions on Computer- Human Interaction (TOCHI), vol. 15, p. 7, 2008. 2016. D. T. Stowe, "Investigating the role of prototyping in mechanical design using case study validation," Master of Science, Clemson University, 2008.17. V. S. Gordon and J. M. Bieman, "Rapid prototyping: lessons learned," IEEE software, vol. 12, pp. 85-95, 1995.18. V. K. Viswanathan and J. S. Linsey, "Build to learn: effective strategies to train tomorrow's designers," presented at the ASEE Annual Conference and Exposition, San Antonio, Texas, 2012.19. V. Viswanathan and J. Linsey, "Understanding physical models in design cognition: A triangulation of