Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

communicatingeffectively and efficiently. Much work has been done to investigate the effect of interventions inupperclassmen capstone courses (see bibliography). Additionally, courses which integratewriting and project design instruction are becoming increasingly common6,8 . Thisinterdisciplinary combination has the potential to give students an experience in technical writingand engineering design closer to that practiced outside of an academic setting8 .For this paper, the researchers examined the effect of instructional interventions on earlyengineering students, primarily freshmen and sophomores. The course in question is ENGR 14:Introduction to Solid Mechanics. This is a prerequisite course for many higher level engineeringclasses which combines

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

resources, like Scratch, PhET, and theMobile Studio, hint at the promise cyberlearning holds for facilitating the development of 21stcentury skills. While National Science Foundation (NSF) Program Officers (POs) are interestedin continuing to support cyberlearning research and developments that promote excellence inundergraduate science, technology, engineering, and mathematics (STEM) education, there is aneed to understand elements of existing resources that have already achieved positive outcomes.An exploratory sequential mixed methods research design1 was used to explore this topic. Of the1,000 NSF-funded projects POs have highlighted in the NSF Highlights over the past 10 years,nearly100 were cyberlearning awards. After applying selection

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, The Leonhard Center; Sarah E. Zappe, Pennsylvania State University, University Park; Esther W. Gomez, Pennsylvania State University, University Park; Manish Kumar, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Dr. Esther W Gomez, Pennsylvania State University, University Park Dr. Esther Gomez is an assistant professor in the Departments of Chemical Engineering and Biomedical Engineering at the Pennsylvania State University. Dr. Gomez’s research program focuses on how me- chanical

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

adults12,13,14. Therefore, there is a need to develop educational activities to improveenergy literacy. These activities have included high school energy competitions, development ofinterdisciplinary curricula, and field experiences and internships. As many of these educationalendeavors culminate in some type of deliverable or other artifact, an opportunity exists tosupplement measurement of energy literacy via tests of knowledge with measurement throughobservation of project artifacts. This type of approach could then be used to examine whatfactors might be contributing to higher levels of energy literacy, allowing refinement of theeducational activities. The development of a rubric for the evaluation of energy literacy is inprogress to capture the

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Sally Fincher, University of Kent at Canterbury; Josh Tenenberg, University of Washington-Tacoma

Tagged Divisions

Educational Research and Methods

tosupport education practitioners in Computer Science in undertaking high quality educationalresearch. The Bootstrapping model comprises a set of integrated activities focused on specificacts of collaborative research called experiment kits. An experiment kit is embedded in a one-week workshop, in which particpants learn and practice appropriate research methods.Participants gather data over the course of a year and twelve months later, join a second one-week workshop where they share results, analyze data, plan for reporting and dissemination, anddesign additional studies. We have run two of these projects in the United State, funded by theNational Science Foundation. We also discuss measures by which we might gauge the success ofthese capacity

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

design teams shape whetherand how students’ contributions to the design project are recognized.4 Given this, groupcomposition in design teams becomes an important instructional decision since access todisciplinary knowledge and identity can influence students’ future trajectories. However,mechanisms by which roles affect broader relationships to design are underexplored. Our aim isto understand students’ emergent roles in design teams, and how this may or may not interactwith their complex relationships (epistemological and affective) to computer programming anddesign. We unpack how pairing students of different levels of expertise influences students’access, their sense of whether or not they can participate in a discipline. We suggest that

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Nathan Hyungsok Choe, The University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Meagan R. Kendall, University of Texas, El Paso; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

engineers but is notaddressed in studies focusing on math and science identity. This gap in the literaturepresents a unique opportunity to make an important contribution to the literature byexplicitly examining how students’ affect towards key elements of engineering practicepredict their engineering identities. The first step towards narrowing this gap isestablishing a measure of affect towards key elements of engineering practice. In abroader project, we seek to understand how an individual’s affect toward elements ofengineering practice, i.e., the extent to which one likes these elements, predicts theirattraction to and retention within engineering education and the engineering profession,via its effects on identification with the engineering

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

particular design solutions. Specifically, they struggle with creating,manipulating, and critiquing mathematical models to assist in the design of a product or process.The ultimate aim of our work is to improve students’ ability to use models in capstone designafter being exposed to instruction on mathematical modeling.This study was a continuation of an earlier project in which we explored how studentsdeveloped, used, and interpreted mathematical models. In the previous study, students weregiven instruction in the steps of mathematical modeling and a scenario in which they were askedto assist a hypothetical design team by creating a mathematical model that could be used inmaking decisions about the design. The instruction and the scenario broke

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

advanceddegrees and clarifying career goals. In spite of such widespread support and belief in the value ofundergraduate research to improve education, the bodies-of-knowledge and learning outcomescomprising of the countless ways in which students benefit and learn from being involved inresearch projects have been insufficient and understudied. Most of the existing literature revealthe predominance of program descriptions and evaluation efforts, rather than studies groundedon research. Moreover, most of these studies on undergraduate research have focused on thesciences, whereas undergraduate research experiences in engineering are limited.One of the most prominent studies on undergraduate research has been the work of ElaineSeymour and her research

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Estefany Soto, University of Central Arkansas ; Cindy Ann Lenhart, Oregon State University; Kate Youmans, Utah State University; Yoon Ha Choi, Oregon State University

Tagged Divisions

Educational Research and Methods

on projects and activities inmakerspaces.Growth MindsetGrowth mindset has been defined as, the extent to which learners keep an open mind to considertheir ability to learn or perform [27], [28]. People who consider their current limitations predictstheir limitations in the future (e.g., “I am bad at math”), hold a fixed mindset. In contrast, peoplewho consider their current limitations can be overcome with effort or opportunity, hold a growthmindset. We posit that work in makerspaces increases the potential for students to develop agrowth mindset due to the ability to experiment with solutions and engagement in multipleattempts with no real single and correct solution. In addition, the ability to modify and createnew prototypes is relatively

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University

Tagged Divisions

Educational Research and Methods

course and the students that are working within the boundaries of thecourse [4]. Therefore, work is being done to design assessment that allows for student freedomwith strategies like project-based learning and learning portfolios [5]. These forms of assessmentderive from work on open-ended learning environments and self-regulated learning. Open-endedlearning is a pedagogical approach that harnesses students’ intrinsic motivation to learn [6], andself-regulated learning is when students make goals and evaluate their learning in order topractice metacognition [7]. Many researchers have found benefits when implementing moreopportunities for student-directed learning both in higher education [8–11] and the K-12system [12]. Giving students ownership

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kendra Seniow, Oregon State University; Eric Nefcy, Oregon State University; Christine Kelly, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

AC 2010-1953: REPRESENTATIONS OF STUDENT MODEL DEVELOPMENT INVIRTUAL LABORATORIES BASED ON A COGNITIVE APPRENTICESHIPINSTRUCTIONAL DESIGNKendra Seniow, Oregon State University Kendra Seniow is an undergraduate student in Chemical Engineering, the University Honors College, and the International Studies Programs at Oregon State University. In pursuit of her University Honors College and International degrees, she is investigating student teams’ use of models during completion of the BioReactor Virtual Laboratory project, how similar educational principles can be applied to international development projects and how participation in both these authentic activities helps develop stronger

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

silliness that many organizations get enamored with and get to the core of what people need to do to be productive professionals. Richard is a recipient of a 2012 Academy Award (Oscar) for technical development of the Phantom High Speed Camera in additional to other awards for professional achievement and volunteer leadership roles. Richard has also written papers titled ”Project Management with Technical Professionals”, ”Real Men Downsize”, and ”Ivan Boesky got it Wrong” and is sporadically working on a book based on his experiences. Richard believes that the engineering profession, with its many disciplines, provides intelligence and structure which is desperately needed in our increasingly complex world. Most recently

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

advising, career guidance,and faculty support are frequently reported by students who leave an engineering program(Seymour et al., 1997, Meyer et al., 2014). Regardless of these challenges it is important forengineering programs to be aware of these realities when developing and implementing retentioninitiatives.Temple University’s Project SOARTraditionally, Temple University has responded to the issue of low rates of success and retentionin its engineering courses and programs by providing support interventions for strugglingstudents. In fact, at Temple we have robust student support services, including tutoring, examreview sessions for select courses, peer assisted study sessions, coaching on academic skillsdevelopment, a writing center, and

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Anna Zilberberg; Christopher W. Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; John J. Duffy, University of Massachusetts, Lowell; Sean Mcvay, James Madison Univeristy

Tagged Divisions

Educational Research and Methods

AC 2012-5229: FACULTY SURVEY ON LEARNING THROUGH SERVICE:DEVELOPMENT AND INITIAL FINDINGSDr. Olga Pierrakos, James Madison University Olga Pierrakos is an Associate Professor and founding faculty member in the School of Engineering, which is graduating its inaugural class May 2012, at James Madison University. Pierrakos holds a B.S. in engineering science and mechanics, an M.S. in engineering mechanics, and a Ph.D. in biomedical en- gineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, engineering design instruction and methodology, learning through service (NSF EFELTS project), understanding engineering students through the lens of identity theory

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael N. Littrell, Tennessee Technological University; George Chitiyo, Tennessee Technological University; Lauren A. Michel, Tennessee Technological University ; Steven R. Anton, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

game design mechanicswere also taught via weekly board game sessions conducted inside and outside of class wherestudents both played and deconstructed the mechanics of the games experienced. In the latterpart of the course, a major course project was assigned in which four teams of students inconjunction with graphic design students developed unique games meant to teach others aboutclimate change and civilization collapse. Specific game mechanics were not prescribed; instead,student teams were encouraged to explore a variety of mechanics and design elements that bestsuited their chosen audience and game theme. In addition to this final board game product,students wrote a reflective paper to (a) explain how the board game accomplished the goal

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

Engineering Taxonomy for Assessing Problem Based Learning in Underrepresented GroupsABSTRACTProblem based active learning is an effective way to engage undergraduate STEM students andenhance their critical thinking skills, especially in minority learners. Using a three-tieredengineering taxonomy for cognitive learning, a semester long multidisciplinary project wasassessed as part of an upper level Instrumental Analysis course at Central State University(CSU), an 1890 Land Grant Institution located in Wilberforce, Ohio. The Problem BasedLearning (PBL) experience focused on materials degradation and was designed to give STEMmajors an open ended opportunity for hands-on, student driven discovery by experimenting withvarious analytical techniques

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Lyn Benning, Virginia Tech; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Society for Engineering Education, 2020 Evaluating the impacts of project-based service learning on students through the EPICS programAbstractProject-based service learning (PBSL) is an innovative approach to education that is beingincreasingly adopted by many engineering programs. Yet while PBSL itself is becoming moreprevalent, the body of research behind service learning is lacking in some areas. Previousresearch has identified a wide range of positive outcomes that have been attributed to servicelearning including increased social responsibility, teamwork skills, communication skills, criticalthinking skills, understanding of societal context, and many more. However, this research iscomposed primarily of self

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez; Jairo Andres Agudelo, University of Puerto Rico, Mayaguez; Arturo Ponce P.E., University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

opportunity to develop different research projects with various themes such as seismic vulnerability and risk; structural behavior of building subjected to seismic, wind and water loads and seismic isolation devices for buildings. I am currently working in some research projects related to engineering education with professors from the department in order to develop this area in the university.Arturo Ponce P.E., University of Puerto Rico, Mayaguez Arturo Ponce has a BS in Computer Engineering and a MS in Electrical Engineering from UPR Mayaguez. He has a PhD in Computer Information Systems from Nova Southeastern University. He is an associate professor at the at the UPR Mayaguez Engineering Sciences and Materials

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Ruth Streveler, Colorado School of Mines; Nancy Chism, Indiana University-Purdue University Indianapolis; Karl Smith, University of Minnesota-Twin Cities; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

at the Colorado School of Mines and Research Associate Professor in Academic Affairs. Dr. Streveler holds a Ph.D. in Educational Psychology from the University of Hawaii at Manoa, Master of Science in Zoology from the Ohio State University, and a Bachelor of Arts in Biology from Indiana University at Bloomington. She is co-principle investigator of three NSF-sponsored projects: Developing an Outcomes Assessment Instrument for Identifying Engineering Student Misconceptions in Thermal and Transport Sciences (DUE - 0127806), Center for the Advancement of Engineering Education (ESI-0227558), and Rigorous Research in Engineering Education: Creating a Community of Practice (DUE

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

by emphasing the need for Synergetic Configuration across the curriculumKey words: Synergy: Variety: Synergetic Configuration: Foundation students:Graduate Students 1. Introduction & BackgroundBased upon the pedagogically focused aspects of the RVS model of Engineering Education [1]and following an Action Research approach [2] the Great Expectations Project set out toidentify and find solutions to the issues around the ‘academic transition’ into university fortwo very different cohorts of students; those who enter university without the required pre-requisite qualifications and are therefore required to enrol upon a pre-undergraduate level‘conversion’ programme in general engineering; and students who, having graduated with aBachelor’s

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

disciplines. This limited literature may be attributed to multiple reasons such as asignificant emphasis on mathematics and science in the first two years of engineeringcurriculum, a strictly sequential degree path, and a lack of flexibility in the programrequirements. Engineering students often report difficulty in relating the theoretical content ofthe first few semesters to actual engineering applications. This study investigates theeffectiveness of undergraduate research as a possible means of overcoming these studentperceptions. Students are introduced to well-defined research projects at an early stage of theirundergraduate degree program by adopting a scaffolding approach. The primary focus of thisstudy is to understand student perceptions

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

Educational Research and Methods

Scientist with the Legislative Office of Research Liaison of the Pennsylvania House of Representatives. He has been Principal Investigator of a number of bioengineering research projects involving implantable transmitters and sensors and their use in physiologic measurements. He was the Principal Investigator of the Drexel E4 educational reform project, the Gateway Engineering Education Coalition and is currently PI of an NSF funded GK-12 project. He is member of the NAE and a fellow of the ASEE, the IEEE, and the AIMBE. He is the recipient of a number of other awards and honors including the Bernard M. Gordon Prize of the National Academy of Engineering

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and communication with technical and non-technical peers. Students worked in teamsof three and four to solve ill-defined problems presented by the instructor. Topics coveredConstruction Waste, Energy Efficiency in Buildings, Recycling Education, PublicTransportation, and Campus Transit. Deliverables, including a technical report, an oralpresentation, and an analytical reflection, were used as data for this project. Students weresurveyed to assess their perceptions of problem-based learning. There were seventy-twoparticipants over three semesters. One preliminary result from both the survey and qualitativedata is that students felt confident about working with others from different disciplines. Studentsmostly commented positively about their

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

Educational Research and Methods

of the first year engineering experience, authentic projects and assessments, and P-12 engineering. c American Society for Engineering Education, 2016 Work In Progress: Developing Single Point Rubrics for Formative AssessmentIntroduction This Work in Progress describes initial efforts at Ohio Northern University to develop rubrics forassessing student work on a client-based term project in an introductory programming coursesequence. Initially, traditional analytic rubrics – where each criterion contains a descriptor foreach level in the performance rating scale – were used in a summative fashion to providefeedback. At face value, rubrics of this variety are convenient

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Monica Cardella, Center for the Advancement of Scholarships on Engineering Education (CASEE); Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

mathematics is considered to be a fundamental element of engineering education, littleempirical research has been conducted to understand how engineering students actually usemathematics. This project takes a research- informed approach towards understanding the role ofmathematics in engineering design by combining two studies of engineering students’ use ofmathematical thinking: a study of engineering students’ use of mathematics during an industry-based senior design project and a study of engineering students’ use of mathematics during alaboratory based design problem.The capstone study used a combination of qualitative methodologies to investigate engineeringstudents’ use of mathematics during one of their first real- world design projects. For

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Educational Research and Methods

for assessing ethical decision-making in individuals and teams in engineering-centered project teams. These instruments are being developed as part of a larger grant seekingto understand the relationship between individual and team ethical climate in multidisciplinaryproject teams. This paper describes the development of the qualitative methods being used inthis project, a discussion of the analysis we have conducted, and presents preliminary results.Finally, we discuss limitations of this method and offer future directions for this line of researchin enriching our understanding of team ethical climate on multidisciplinary project teams in anengineering education context.Team Climate and Small Group CommunicationHow individuals relate to one

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

Bioengineering and graduate degrees in Industrial Engineering, all from Arizona State University.Mr. Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus Aisosa Ayela-Uwangue is a doctoral student in the Engineering Education and Systems Design program at Arizona State University. He received his Bachelor of Science and Masters of Science degrees in Electrical Engineering from Rochester Institute of Technology, Rochester New York. Aisosa is a research assistant for an NSF funded project titled IUSE/RED: Additive Innovation: An Educational Ecosystem of Making and Risk Taking.Dr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver is an Assistant Professor of Engineering in the Ira A. Fulton

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Xaver Neumeyer, Northwestern University; Ann McKenna, Northwestern University

Tagged Divisions

Educational Research and Methods

student and faculty perceptions of productive conflict. Themain conflicts that were reported in our study included conflicts of commitment, differentideas about the project direction as well as different working styles.Results from this research will enable us to rethink common models of team conflict anddevelop direct and indirect intervention strategies that can help students to better integrateemotion and intellect in engineering design and innovation.IntroductionAlthough design projects and course structures may vary, there has been a consistentattempt to integrate team experiences into the engineering design curriculum 1-5. Whilethere has been significant work that describes instructional approaches for integrating andassessing teamwork

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Educational Research and Methods

AC 2010-2028: SPECIAL SESSION: DEVELOPING INTERCULTURALENGINEERS THROUGH SERVICEKurt Paterson, Michigan Technological University Page 15.1083.1© American Society for Engineering Education, 2010 Developing Intercultural Engineers Through ServiceAbstractThis paper reports on recent efforts to understand the cultural awareness among engineeringstudents. A standard assessment program has been instituted across the various programs atMichigan Technological University with pre-, during-, and post-project phases. The mixed-methods assessment plan consists of surveys, reflection statements, journaling, a wellnessindicator, the Intercultural Development Inventory, and project