Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

very least different levels of each, are required to solveproblems across the technological spectrum, yet little is known about the level of capabilityamong students in the domain, how those capabilities influence creative work in the domain, orhow the judgment of creativity in the domain reflects capabilities and/or influences theirexpression. The content of creative capability enhancement efforts in technological designprojects is difficult to determine when there is little understanding of what those capabilitiesactually are or how well they assessment measures adequately capture them. There is increasingevidence that capabilities that are most useful in solving straightforward, algorithmic problemsmay not play the same role in solving more

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering students and eightpreservice teachers. T-tests were used to compare participants’ pre-/post- scores on a codingquiz. A post-lesson written reflection asked the undergraduate students to describe their roboticslessons and what they learned from interacting with their cross disciplinary peers and thefifth/sixth graders. Content analysis was used to identify emergent themes. Engineering students’perceptions were generally positive, recounting enjoyment interacting with elementary studentsand gaining communication skills from collaborating with non-technical partners. Preserviceteachers demonstrated gains in their technical knowledge as measured by the coding quiz, butreported lacking the confidence to teach coding and robotics independently

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Miguel Ramos, University of Houston; Mequanint Moges, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System; Shruti Karulkar, University of Houston

Tagged Divisions

Educational Research and Methods

Assessment Activities Program Objective 1 - Increase students’ capacity to engage in “real world” problem solving.≠ Participation in inquiry-based laboratory provided ≠ Students wrote lab reports describing students with an opportunity to apply conceptual different components of the laboratory knowledge in a practical, work-like setting. process.≠ Students developed conceptual maps that illustrated ≠ Concept maps were assessed for accuracy. connections between engineering technology concepts. ≠ Students submitted evaluations of mentors.≠ Mentors provided guidance on laboratory activities. This ≠ Mentors were asked to reflect on their strategy has two learning components: 1) helping

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

, the reflective judgement theory of personal epistemology similarlydescribes epistemic development as an individual’s progression through a series of well-definedstages (King & Kitchener, 1994, 2004). In the reflective judgement model, individuals progressthrough pre-reflective, quasi-reflective, and reflective stages, ultimately viewing knowledge ascontextually-dependent and open to evaluation.Schommer's (1990) beliefs view of personal epistemology purports individuals have a multi-dimensional view of knowledge and that each dimension varies in complexity and sophistication.According to this theory, there are five dimensions that can be used to describe individuals’beliefs about knowledge: “the structure, certainty, and source of

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

thedesign cycle [4]. However, few studies have explicitly examined student learning through thelens of the knowledge and practice expectations of a 21st century engineer [14]. Yet, 21st centuryskills have been embraced by the Accreditation Board for Engineering and Technology (ABET)and are included in the standards for engineering programs [15]. The 21st century skills includecollaboration and teamwork, creativity, communication, emotional competency, culturalcompetency, ethics, leadership and management, critical thinking, and content knowledge. Afundamental shift in the ABET engineer paradigm with the adoption of the 21st centuryframework reflects a focus on engineers as being at the service to society. The ABET standardssuggest that there is

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

 &  Engineering   Literacy/Philosophy  of  Engineering  These numbers provide evidence of a common interest in engineering communication, but theyalso reflect the fragmentation of the scholarly conversation. This paper reports on work inprogress toward the goal of establishing some coherence in the conversation while at the sametime highlighting the diversity of approaches and range of expertise that are relevant toresearching and teaching engineering communication. We have begun a qualitative analysisusing papers presented at the 2015 annual conference as our evidence base. Here we provide aquantitative overview of the papers, identify trends that we have observed in the papers

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. These embedded forms are not made up of “individual acts of meanness by members of[the dominant group],” but by institutional history9.In her distinguished lecture, McIntosh addressed White privilege and the surrounding myths thatpeople can unknowingly propagate. She began by speaking of her upbringing in a “normal”family and of her father working as an engineer at Bell Labs. As circumstance in her life gaveher reason to pause and reflect, she realized that as a White woman, she was allowed to considerherself normal, as she was part of what society considers normal. She referred to her seminalwork, White Privilege: Unpacking the Invisible Knapsack, in which she discussed earnedstrengths and unearned powers9. These unearned powers accrue into

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, Ohio State University; John T. Demel, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

honorsstudents. Preliminary analysis show a student population with normal distributions on the active-reflective, sensing-intuitive, and sequential-global Felder Learning Styles scales and anextremely skewed visual-verbal distribution favoring visual learners with less than 5% of thetotal population self-rated as moderate to strong verbal learners. We report on a comparison ofthe Felder Learning Styles scales, assignment preparation time, and course performance. Theseresults provide insights into significant predictors of student success based on learning style andcurriculum type. The ultimate goal is to provide appropriate preparatory course materials to

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

approach to teaching professional communication, andintroduce our larger research project, which aims to assess the effectiveness of our program.Finally, we shall briefly reflect on whether the small communication class is really as inefficientas some have suggested. The purpose of this study is to develop the theoretical groundwork fora larger study we are just beginning to conduct on the efficacy of our professionalcommunication program. Using the investigative tools of narrative research and discourseanalysis, we hope ultimately to determine the degree to which our program, which maintainssmall classes and focuses on cultivating students’ rhetorical judgment, effectively graftsprofessional communication onto our students’ burgeoning

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Linda Vanasupa, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

from each other or the world. If students wereencouraged to see their choices in attending college, they might be able to see their ownautonomy of choice in the classroom, but it is often opaque to them as they try to maneuver thedemands of graded daily homework or project progress reports. Students could also see theprogression of their mastery of concepts if they could reflect on what they didn’t know threemonths ago or a year ago, but when they get a poor exam score they are more apt to feeldiscouraged. It is not to say that there haven’t been attempts to enhance intrinsic motivation withgreat success. Particularly pedagogies that allow students to contextualize learning have beensuccessful. This includes project based learning, service

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Daisie Boettner, United States Military Academy

Tagged Divisions

Educational Research and Methods

, faculty can encounter difficulty ensuring individualgrades reflect the quantity and value of individual work and not just the collective grade of thegroup. This paper outlines the various steps the mechanical engineering faculty took to provide amore standardized, objective, fair grading process in the capstone course. These steps includeuse of a non-numeric rubric for grading briefings, graded peer reviews, a more objective rubricfor grading written documents, and the use of course directors to standardize the grading process.Introduction The mechanical engineering curriculum at the United States Military Academy (USMA)includes a capstone design project as a culminating experience that draws on fundamentalengineering concepts students have

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; James Loren Christian, University of Michigan; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Educational Research and Methods

alternative energy for everyday jobs, such as cooking. Simple reflection and absorption of sunlight can generate adequate heat for this purpose. Your challenge is to develop products that utilize sunlight for heating and cooking food. The products should be portable and made of inexpensive materials. It should be able to be used by individual families, and should be practical for adults to set Page 22.1382.9 up in a sunny spot. Note: Specific materials for a targeted temperature can be postponed to a later stage. Do not worry about the specific quantity of heat that can be generated. Please focus on

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

participation. Novice teachersoften ignore or fail to recognize student misconceptions. Most of their actions are rationalizedand they view this time in their development as means to gain real world experience.The second phase, advanced beginner, is closely related to novice. It typically occurs during the2nd to 3rd years. In this phase verbal, episodic, and case knowledge are added to the knowledgegained during the novice stage.3 As a result, the use of reflection is important: teachers in thisphase frequently reflect on their experiences and how those experiences contribute to theirknowledge; based on these reflections, they then begin to make alterations to their teachingpractices. Moreover, their experiences, particularly in powerful or memorable

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Kenneth Goodson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

?” Answering this question wouldallow educators to make more informed decisions about how to encourage learning.There is an extensive history of pedagogical research on student engagement, much of which hasmade progress on defining the concept of engagement. There are many different aspects ofstudent engagement in university courses as engagement stands at the crossroads of interest,involvement, excitement, choice, attitude, behavior, and opportunity. Pace used the term qualityof effort and, in his view, “quality of effort describes voluntary behavior. It reflects initiative. Itdescribes the strength and the scope of personal investment that students are making for theirown higher education.”[3] Astin used the term involvement and considered the

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

done using student reflections recorded after completing MEAs. Students insections of the courses that used MEAs rated their knowledge and understanding of theseprofessional skills significantly higher than students in sections that did not use the MEAs. As aresult we suggest that engineering faculty seriously consider using MEAs as a tool to improveboth student learning and the attainment of a number of ABET outcomes in addition to providinga process for assessing that attainment. By combining pre- and post-concept inventories with theMEA implementation, faculty can better document learning gains, and thus have acomprehensive tool for ABET assessment. This should prove especially helpful in those areaswhere previous assessments may have shown

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

have toldme in the past that it is hard for them to listen to a woman because ... ‘it’s like ... in my mind it’sstill set that I know what I’m doing because I’m the guy ...’” [10, p. 281]. While she successfullygraduated with a mechanical engineering degree, Sandra reflected, “I can understand where theyare coming from ‘cause maybe that’s the culture in his family and where he’s from” [10, p. 281].Put simply, Sandra’s friend had deeply held beliefs that women were less knowledgeable thanmen; nevertheless, her male friend’s beliefs were his issues alone and not a reflection of her orwomen as engineers. The idea that to belong in engineering is to be male is embedded in the fielddue to the historical traditions of being a masculine-oriented

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interviewed twice to capture new experiences and changes in perspectivesafter switching job roles, or after graduating and starting their first full-time positions. Anothergroup of subjects is being asked to respond to a series of guided reflection prompts during theirinternship or co-op rotations, culminating with an exit interview. This work goes beyondinvestigating how early career engineers grapple with technical problems to more broadly studythe nature of their encounters with boundary spanning situations and challenges, in part viewedthrough the boundary spanning typology and themes identified during the first project phase.This paper offers additional details about the development and evolution of our ethnographicinterviewing protocol, as well

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

such asCalculus, and increase their sense of belonging, preparedness, and self-efficacy. To understandstudent perspectives and experiences, we utilized Participatory Action Research (PAR) toconstruct a series of formative assessments prioritizing the views and participation of the RAMPstudents themselves. PAR was selected as a research and assessment strategy due to its emphasison student participation and empowerment linked with action for positive change. Onlinesurveys and four focus groups involved the students in topics geared towards developing apsychologically safe space for sharing experiences, providing feedback on program activities,and reflecting on personal goals, values, and aspirations. Based on our findings, we identify

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Justin Micomonaco, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Educational Research and Methods

can be better understood by examining the studentexperience holistically.Theoretical Framework Veenstra et al. proposed a few minor changes to Tinto’s model to reflect the departuredecision of undergraduate engineers (See Figure 1).23 In their retention model, pre-collegecharacteristics affect how students experience college both academically and socially. Thestudent experience in turn impacts two broad commitments and academic success that influencea student’s decision to persist in the discipline. Thus the student experience is a critical variableand is defined by the student’s academic and social integration. Accordingly students’ academicand social integration is a key predictor of persistence in the Model of Engineering

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

"gcej"qvjgt"cejkgxg"vjgkt"cpf"vjg"itqwrÓu"iqcnu" 16,p. 3:12 0"Vjg"itqwrÓu"cevkqpu"cpf"dgjcxkqtu"tghngev"vjgkt"eqooqp"xcnwgu"cu"vjg{"ceeqornkuj"vjgkt"goals together through reflection and discourse 16, 23-25.The faculty members at UTEP have transferred key features of the ARG model to the PLTLmodel and are using it to support students who are in their first three semesters of the computerscience course sequence. This enhanced model maintains attributes of the traditional PLTLmodel; however, cooperative learning elements are embedded throughout all aspects of theenhanced model to include both the staff development activities and the PLTL sessions

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Abel Fernandez, University of the Pacific; Camilla Saviz, University of the Pacific; Jeff Burmeister, University of the Pacific

Tagged Divisions

Educational Research and Methods

homework assignment grades.This seeming contradiction prompted a study to examine, at an individual student level,the relationships between homework assignment grades and traditional courseperformance outcome measures; i.e., quizzes, tests and final examination.Substantial homework is dogmatically accepted as an indispensable component ofengineering courses. Faculty reflect on their own education and proudly maintain atraditionally heavy homework load as a rite of passage, while students resignedly acceptthe heavy workload as part of the cost of entering into the engineering profession. Thenature of engineering, as with other hard sciences, is such that conceptual and practicalunderstanding comes from applying principles and techniques to solve

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

required to complete a group bridge-building project in which they utilized the entirety ofthe engineering design process to design, analyze, build, and test a balsa bridge, given materialand size limitations.Journal Development and AdministrationAfter bridge testing, students were offered five points of extra credit on a 1000-point scale tocomplete a 15 to 30-minute short-answer journal entry, found in Appendix A, regarding theirexperience of designing, building, and testing the bridge project. Use of student reflections, suchas journals, have been shown to allow students to find better meaning in the work they have done,and to be beneficial towards students experience of completing design projects14.Online Learning Management Software was used

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

toconduct tasks. Similarly, competence describes a student’s belief in their ability tounderstand content. Performance and competence are closely linked. In later quantitativestudies of identity, these factors were combined into one performance/competence factor,thus reflecting student’s self-perception of performance as linked to their actualperformance. Recognition describes how parents, relatives, friends, and instructors seethe student in a given context. This framework was expanded by Hazari, Sonnert, Sadler,and Shanahan (2010) in their quantitative analysis of physics identity with the addition ofinterest to the framework. Interest describes one’s enjoyment in learning or interest inlearning about engineering. The PCIR framework refers to the

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

apprenticeship framing presumethat expertise comes through scaffolded, reflective, and social performance leading towardcontextually adaptable mastery. These contrasting frames, supported by case studies, provide atheoretical basis for improved curricular culture change.Introduction: Pedagogical change is curricular culture changeEducational experiences are embedded in curricular cultures. By curricular cultures, we meanparticular sets of assumptions, practices, and skills regarding teaching and learning that areshared by a community, or, in more colloquial terms, “the way we do things around here” withrespect to the curriculum. An individual course typically includes a particular set of expectations,roles, activities, artifacts, and underlying

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

engineering studentswas that critical thinking was often similar or equivalent to problem solving. However, Englishstudents saw critical thinking as a way of forming opinions, forming and defending an argument,and making connections. Common themes for both groups included aspects such as broadeningideas, needing deeper understanding, and needing reflection and metacognition. Both groupsutilized the concepts common throughout their major classes as the physical representation ofcritical thinking. The embodiment of course concepts as critical thinking may be supported bythe idea of engineering identity and self-efficacy. Students may choose engineering, and stick toit, because they relate to the concepts and to how engineers think. However, faculty

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

complementary, and both are necessary if engineers are to helpsolve the most serious problems our societies face [3-4]. This call for engineering education toposition itself so students can meet modern challenges was laid out by the leaders of the NationalAcademy of Engineering (NAE) in their influential reports, The Engineer of 2020 [5-6]. There isnow a need to reflect on how engineering education has positively changed in the decade sincethose reports, and to consider what still needs to be tackled.Our research aligns with one of the key recommendations of The Engineer of 2020: to developengineers whose communication skills will allow them to become successful professionals and,who, in turn, will drive technological and social change. Specifically

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Pilar Pazos, Northwestern University; Robert Linsenmeier, Biomedical Engineering Department and Department of Neurobiology and; Suzanne Olds, Northwestern University

Tagged Divisions

Educational Research and Methods

questions were typically conceptually-based and required some reflection on thematerial presented before. Students read the question and then individually responded to it. Afterresponses were collected the instructor presented the histogram of responses and followed withsome discussion, often getting students to explain their rationale for particular answers. In arelatively small number of cases, students answered individually, then engaged in peerdiscussion, and then answered again before there was any general discussion. In almost allcases, this led to a higher percentage of correct answers. Whatever discussion format was used,the instructor summarized what was right and wrong with each answer in an attempt to leave thecorrect message with the

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Diane Zemke, Gonzaga University; Steven Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

AC 2008-335: IDENTIFYING ROLES AND BEHAVIORS OF INFORMALLEADERS ON STUDENT DESIGN TEAMSDiane Zemke, Gonzaga University Diane Zemke is a PhD candidate at Gonzaga University in Leadership Studies. Her interests include small group dynamics, reflective practices, learning, and qualitative methods. She has co-authored papers on use of small teams in design engineering.Steven Zemke, Gonzaga University Steven Zemke is an Associate Professor of Mechanical Engineering at Gonzaga University. His primary responsibilities are Design courses and assessment. His research interests include effective learning environments and design teaching and learning. Prior to teaching he was a design engineer and

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Lynette Osborne, National Academy of Engineering; Ruth Streveler, Purdue University; Karl Smith, University of Minnesota; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

allows for small group spaces to meet in ad hoc pairs or small groups for exercise and reflection (hotel next to a stream further discussion and bike/walking path) • time scheduled in the middle of the day for assimilation/reflection and unstructured discussion • reception to kick off the event on first evening • daily common meals (breakfast, lunch and dinner

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

lessons in ethics were lacking in the classroom.Involvement Influenced Students’ Abilities to Articulate Ethical Development The students who attended the engaged institutions often articulated their ethicaldevelopment by demonstrating how they process various scenarios. As students reflected onethical decision-making, common elements emerged: acknowledging an ethical dilemma,processing how to respond, and finally, identifying where they are in the decision makingprocess. One senior at Charlie University offered a reflection on the ethical decision-makingprocess: I feel like I‟m often surprised at our school. Like I think they teach us to be very ethical engineers but I‟m often surprised by how unethical some people‟s behavior