Conference Session

Computing & Information Technology: Curriculum and Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Oudshoorn, Northwest Missouri State University; Rajendra K. Raj, Rochester Institute of Technology; Stan Thomas, Wake Forest University; Allen Parrish, United States Naval Academy

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

accreditation visit and the accreditation process in general.ABET assigns a team chair and typically one program evaluator per program being evaluatedwith a minimum of two program evaluators assigned for an initial accreditation visit. The teamchair and institution negotiate a visit date which is typically scheduled between September andDecember.Self-study. The institution then has until July 1 to complete and submit its self-study to ABET, akey aspect of the accreditation process. The institution generates a self-study report that addressesthe accreditation criteria directly and is the primary document used by the ABET team to evaluatethe program prior to their arrival on campus. It is intended to be a self-reflective document inwhich programs have

Conference Session

Why Can't We Get Faculty and Students to Go Abroad?

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gregg Morris Warnick, Brigham Young University; Marie S. Call, Brigham Young University; Randall Davies, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

International

participation in study abroad for STEM students is not due to lack of interest orintent. The literature indicates no statistically significant difference in intentions betweenstudents in arts and humanities majors and students in business, education, or science,technology, engineering, and math [8]. It appears that the question of most engineering andtechnology students is not whether or not they would like to study abroad, but rather whether ornot they feel able to study abroad with all the demands on their academic time.Engineering programs throughout the U.S. and the rest of the world follow very stringentcurriculum designs, with courses sequenced fairly inflexibly in most graduation plans. Theserequirements reflect accreditation standards (e.g

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jordan Orion James, University of New Mexico; Vanessa Svihla, University of New Mexico; Chen Qiu M.Sc., University of New Mexico; Christopher Riley

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. We coded each section (reflection as a community member, as a farmer, as agovernment employee) with the same basic set of codes, adapted where notedCode Description -1 0 1First person Use of first person voice suggests They / passive You / one Iperspective student took up the perspective voice directlyEmotion Expressing emotions, including None One Multiple trust, was prompted by the question (How would you feel); not including specific emotions indicates lesser connection with the point of view.Water use Describes specific uses of

Conference Session

Race/Ethnicity Track - Technical Session IV

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Lesley M. Berhan, University of Toledo; Revathy Kumar; Aaron Lee Adams, Alabama A&M University; Marjory A. Goodloe; Jimmie Karl Jones, University of Toledo; Willie Lewis McKether, The University of Toledo

Tagged Topics

Diversity, Race/Ethnicity

, personal experience of prejudice and discrimination,sense of belonging to the institution, sense of professional belonging) and their correspondingproperties. The coders compared and discussed the coding categories to reach a consensus. Wehave yet to establish the intercoder reliability.Results and DiscussionResults reported here are preliminary as we are still in the data collection phase of the study.Student voices, and hence the lived experiences of students from both institutions are included asmuch as possible to ensure accuracy in reporting.Results from the data show that while students from both institutions have positive racialidentity, that identity is reflected in different ways. Students from the HBCU expressed theirracial identity in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

supplement details in the change ofparticipants’ perceptions appeared in Likert-type questions [42, 43].III. ResultsIn this section, we presented student responses on the pre-post surveys to reveal if the programmet the criteria for success intended for goals of the program. These would reflect any increasesthat favor pursuing graduate education.A. Impact of Program on Career GoalsFigure 1 shows students’ changes in their career goals after the REU programs by program andby total. The number of students that responded to the corresponding survey questions were intotal npre = 32 and npost = 28 (in AERO, npre = 12 and npost = 11; in MSEN, npre = 12 and npost = 11;and in IIT: npre = 8 and npost = 6). Figure 1 shows the percentages of each students in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

survey with the Leadership Community in order tomeasure and document progress, satisfaction and outcomes for the LVCP community. At thetime the survey was administered, the participants had completed the facilitator training and haddeveloped the content of the Safe Zone level 1 and level 2 workshops. The results reflect theperceptions of the members of a Community of Practice in the early stages of development andwill provide an indication of the strength of the foundation of a sustainable community ofpractice capable of achieving individual and community goals.Of the original 20 members of the VCP, one was unable to attend the facilitator training ormeetings due to schedule conflicts, and two were PIs on the project. Links to the online

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

suggest that institution type may providevaluable insight into student identity formation. A potential explanation for this result is the cultural differences in place at eachinstitution. Students at the HSI may attend college with the expectation that they are receiving adegree to pursue a very specific career (e.g., “I’m getting an engineering degree to be anengineer”) while students at the PWI may attend college with the perspective that it will openmany different opportunities for them in the future (e.g., “I’m getting an engineering degreebecause it will allow me to do many different things with my career”). This trend is reflected inthe higher engineering interest and plans to work at an engineering job at the HSI

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva, Utah State University; Louis S. Nadelson, Colorado Mesa University; Jana Bouwma-Gearhart; Katherine L. Youmans, Utah State University; Sarah Lanci, Colorado Mesa University; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

self-reflective in nature and designed to gather datarepresentative of the students’ perspectives of themselves as engineers and of the field (Table 2).The same questions were provided to the instructors to complete in written form via email.Table 2. Summary of survey questions used [10] (1) In your own words, define 'engineer'. (2) In your own words, define 'engineering'. (3) Do you consider yourself an engineer? Why or why not? (4) What are your professional goals in becoming an engineer? (5) What are the essential skills of a professional engineer? (6) What challenges do you have on working in group engineering projects?Data AnalysisAxial and thematic coding of the responses occurred for the survey responses to thesequestions

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter H. Carnell P.E., University of Georgia; Nathaniel J. Hunsu, University of Georgia; Davis F. Ray, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Mechanics

that seeks to promote diversity and improve transdisciplinary collaboration within the college. Specifically, I serve on the Resilience in Engineering Education Project team aimed to investigate the effects that students’ resilience and professional skills have on exam performance in technical courses.Dr. Nicola W. Sochacka, University of Georgia Nicola W. Sochacka is the Associate Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Dr. Sochacka’s research interests span interpretive research methods, STEAM (STEM + Art) education, empathy, diversity, and reflection. She holds a Ph.D. in Engineering Epistemologies and a Bachelor of

Conference Session

Computing Technology Applications-II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vuk Marojevic, Virginia Tech; Antoni Gelonch-Bosch, Universitat Politècnica de Catalunya; Jeffrey Reed, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

to thefundamentals during all project phases and, especially, while conducting the analysis of theirmeasurements during the testing, revision and evaluation phases. The Virginia Tech class followsa top down approach, where the instructor provides a broad overview and the students analyzesome of the specifics of a standard trough different class assignments.The two classes consistently achieve the expected outcomes in terms of student performance,learning objectives, and instructor and class evaluations. We could observe a high student interestin 4G LTE, reflected by the students’ efforts in mastering the corresponding class assignmentsand project milestones. Interestingly, at Virginia Tech we observed that this motivation spillsover into

Conference Session

Building and Engaging Communities for Scholarship, Advocacy, and Action for Diversity, Equity, and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Eric Specking, University of Arkansas; Adrienne Minerick, Michigan Technological University; Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

International, Minorities in Engineering

);• regular dialogue with the Board of Directors; and• diversity booth at Annual Conference & Exhibition (sponsored by industry).This time period included some struggles to get critical momentum going, although perseveranceprevailed until the committee reached a critical mass of members. Much of this progress was theimpact of Bevlee Watford’s role as a charismatic and direct-speaking leader. Processes becamemore institutionalized, which helped set ASEE precedents to move from good ideas, to actionand implementation, to institutionalization and sustainability. A reflection on this period isprovided in the Spring 2014 Diversity Committee newsletter by J.P. Mohsen, ASEE formerPresident [14].3.3. 2013-2014 (Chairs: Teri Reed & Adrienne Minerick

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer S. Mullin, University of California, Davis; Jean S. VanderGheynst, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

8.4% 7.4% 8 6 4.8% 4.4% 4 2.3% 2 0.1% 0Figure 2. Percentage by major of COE undergraduate students (N = 3804) in fall 2017Course FormatCommunication and engineering design concepts were delivered through lecture in an interactivediscussion format followed by in-class activities. Students were expected to attend lecture and toparticipate in exploration of these concepts through regularly scheduled in-class discussion,practice and reflection assignments. For example, the concept of “design problem statement” wasinitially introduced by

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Kyi Phyu Nyein, Florida Institute of Technology; Jessica L. Wildman, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

other capstoneprograms [8].In the 2016-2017 season, selected topics from The 7 Habits were introduced in two JuniorDesign lectures prior to team formation and reinforced by instructor throughout the course.These included proactivity and using the "circle of influence" as a specific tool to promoteadaptability; building trust by making "deposits" in the "Emotional Bank account"; thinkingabout desired outcomes (and requirements) through each step of the capstone program, i.e., to"Begin with the End in Mind"; and the importance of self-management as a prerequisite formanaging others [6]. In 2017-2018, short writing assignments were added to encourage studentsto reflect on the relevance of these concepts to their work as an engineering

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica Lauren Singer, AmeriCorps VISTA; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Katherine C. Chen, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

student reflects on the culture shock of growing up in a largely Latinxneighborhood and entering a predominantly White institution: “I didn't necessarily feel comfortable. I just felt kind of weird. And out of place... [The PEEPS students] met before school started, and it definitely helped seeing people of different backgrounds, minority groups. I was like ‘This is great’... I'm really glad not only because I got the scholarship, but that I'm able to be a part of this wonderful group of people. And the different experience they have, or backgrounds that they have, it's nice because I have my own story. They have their own” Yeah, so that was my first welcoming group and little cohort that I felt-- Yeah I

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiao Zhang, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois, Urbana-Champaign; Andrew Ferguson, University of Illinois, Urbana-Champaign; Pascal Bellon, University of Illinois, Urbana-Champaign; Timothy Bretl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Jessica A. Krogstad, University of Illinois, Urbana-Champaign; Robert Maass, University of Illinois, Urbana-Champaign; Cecilia Leal, University of Illinois, Urbana-Champaign; Dallas R. Trinkle , University of Illinois, Urbana-Champaign; Jian Ku Shang, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Materials

and atti-tude. While this reflects the trend reasonably well, it is largely subjective. In the future, moreobjective data, such as information about the grades of the exams/homeworks in both the SIIPclasses and computational focused classes should be included to support the survey data.7 ConclusionIn this paper, we evaluate the efficacy of the implementation of computational modules into theMatSE curriculum through critical assessment of student feedback. The feedback illuminates in-creased student awareness of the importance of computational skills in materials science as theyadvance through the undergraduate program. It also suggests a demand for increased computa-tional content and the delivery of this content earlier in the

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachel E. Friedensen, Iowa State University; Erin E. Doran, Iowa State University; Sarah Rodriguez, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

five years, ensuring that weare using the documents that are actively shaping and reflecting the current departmental life. Wechose to analyze public and internal documents in conjunction with each other because theyallow us to see the stories that the department tells the public and itself about itself throughofficial documentary artifacts. In this way, we are able to explore the messages within thesestories about engineering identity for undergraduate engineering students in electrical andcomputer engineering. TABLE I DOCUMENT TYPES Document Type Document Sub-Type # of Documents Analyzed Public-Facing

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roxanne A. Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

model of what is occurring in different classrooms or different schools for a diverse set of schools. Modeling those systems, they can then look at the attributes of the teachers, school, school district, and figure out what enhances or detracts from the successful deployment of EarSketch from a sustainability stand point, sustaining the project beyond the grant.This team member understands that modeling helps to develop theories about bothimplementation (P3) and sustainability (P4.) This is reflective of the initial goals ofthe modeling effort set forth in the proposal development, where the intent was toidentify barriers and enablers to intervention sustainability.Some of the members of the team articulated a more

Conference Session

Mathematics Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eliza Gallagher, Clemson University; Christy Brown; D. Andrew Brown, Clemson University; Kristin Kelly Frady, Clemson University; Patrick Bass, The Citadel; Michael A. Matthews P.E., University of South Carolina; Thomas T Peters, South Carolina's Coalition for Mathematics & Science; Robert J. Rabb P.E., The Citadel; Ikhalfani Solan; Ronald W. Welch P.E., The Citadel; Anand K. Gramopadhye, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

author(s) and do not necessarily reflect the views of the National Science Foundation.We also wish to acknowledge the assistance of the Institutional Research Officers at each campusin gathering the data used in this analysis.References [1] X. Chen and M. Soldner, STEM Attrition: College Students’ Paths Into and Out of STEM Fields (Statistical Analysis Report), ser. National Center for Educational Statistics (NCSE) Statistical Analysis Reports. U.S. Department of Education, 2013. [2] J. Levin and J. H. Wyckof, “Predictors of persistence and success in an engineering program,” NACADA Journal, vol. 15, no. 1, pp. 15–21, 1995. [3] J. Middleton, S. Krause, S. Maass, K. Beeley, J. Collofello, and R. Culbertson, “Early course and grade

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eric Holloway, Purdue University, West Lafayette; David F. Radcliffe, Swinburne University of Technology

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

. Innovation 16. Argument construction 17. Intellectual risk Domain B: Personal B1: Personal qualities 18. Enthusiasm Effectiveness 19. Perseverance 20. Integrity Definition: The personal 21. Self-confidence qualities and approach to 22. Self-reflection be an effective researcher. 23. Responsibility B2: Self-management 24. Preparation and

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

provides opportunities for students to talk directly with membersfrom various stakeholder groups in the VA coalfields including state regulators, industrymembers and local citizens.3. SurveyAppendix A includes the survey instrument used in the first year of the study analyzed here. Itwas designed to measure students’ knowledge, abilities, and attitudes [15] related to CSR andcollect relevant background information to explore possible connections between those and thedemographic information, students’ motivations for pursuing engineering, their career desires,and their civic activities. The survey reflects feedback from an expert panel of engineeringeducators and industry practitioners, as well as “talk alouds” with students. Going through thefirst

Conference Session

Creating Equity Through Structure and Pedagogy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Canek Moises Luna Phillips, Rice University; Ann Patrice Gulley, Auburn University at Montgomery; Yvette E. Pearson P.E., Rice University; Logan C. Prickett, Auburn University at Montgomery; Luke A. Smith, Auburn University at Montgomery; Joshua Eyler, Rice University; Steve Noble, University of Louisville; Matthew F. Ragland, Auburn University at Montgomery; Jordan Allen Price, Auburn University at Montgomery; Anila K. Shethia M.B.A., Rice University; Luis Perez Ph.D., National AEM Center; Caroline Dunn, Auburn University at Montgomery

Tagged Topics

ASEE Diversity Committee, Diversity

increase apprehension for students with math anxiety (e.g., arithmetic and vector operators, Cartesian and cylindrical polar coordinate systems, and sine and cosine trigonometric functions).The graphic representations in the section that follows demonstrate the manner in whichchunking breaks the above problem down into more manageable pieces that reflect the logic ofthe mathematical substructures. Initially, the chunks are labeled with appropriate mathvocabulary, temporarily hiding the numbers, variables, and symbols to deliver only the broadlandscape of the problem. This first step functions as an instructional pause button that givesstudents additional time to formulate a strategy before working memory is taxed with the detailsof the

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emilie A. Siverling, Purdue University, West Lafayette; Elizabeth Suazo-Flores; Tamara J. Moore, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

when solving the engineering problem. Studies withpublished pre-posttest results generally show positive learning gains in science content (e.g.,[11], [14]) and practices (e.g., [15], [16]) as a result of implementing these types of curricula.However, studies that provide an in-depth look at students’ engineering design decisions havemixed results with regards to the amount and quality of students’ application of science andmathematics to the engineering challenge (e.g., [17]–[20]). Some research has shown thatstudents have difficultly justifying their design solutions with science and/or mathematics [18],though guided reflection and evaluation about benefits and trade-offs helped them thinkscientifically [17]. Other research demonstrated that

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacob Thomas Nelson; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Matt Robert Bohm, Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

had been exposed to functional modeling through the engineeringprogram. To ensure inter-rater agreement, small samples of student responses for both the hairdryer and the car radiator were scored, and those scores were evaluated by a third seniorundergraduate researcher, who identified items where the two raters disagreed consistently.Group discussion was used to facilitate communication about points of disagreement and updatethe scoring rubric accordingly.For the composite scores, Cohen’s Kappa was used to evaluate inter-rater agreement. The hairdryer composite scores had a κ = 0.685 (95% CI, 0.584 to 0.786) and the car radiator had a κ =0.670 (95% CI, 0.582 to 0.773). Both of these reflect substantial agreement according to thedescriptors

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

the academic and socialengagement provided by peer mentoring aspects of the program may be positive predictors ofretention for first year female students in science and engineering.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.7686640. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] A. E. Bell, S. J. Spencer, E. Iserman, and C. E. R. Logel, "Stereotype threat and women's performance in engineering," Journal of Engineering Education, vol. 92, pp. 307-312, 2003.[2] N. M. Else-Quest, C. C. Mineo, and A. Higgins, "Math

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ethan Hilton, Georgia Institute of Technology; Megan Tomko, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the freshman engineering course. The quantitative portion of this study focuses onthese students and how their involvement levels changed after completing the course.Study Two: Three-Series Interviews. Through purposive and snowball sampling, six females,all university makerspace users, participated in a three-series phenomenologically based interviewprocess; future work will interview men. Through the three interviews, the participants are askedto: 1) relay their experiences with making prior to becoming involved in the makerspace, 2)describe their current making and makerspace experiences, and 3) reflect on their making andmakerspace experiences. The interviews are each approximately ninety minutes in length basedon the recommended length

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

environment in andout of the classroom. By establishing expectations of classroom behavior, students gain a sense ofownership over the classroom environment and feel they are active members of the classroomcommunity rather than passive observers. Instructors involved in this research had implementedthis activity in the past and received feedback through anonymous student evaluations that thisactivity had created an inclusive environment in the classroom. On the first day of class, studentswere asked to individually reflect on their experience being a student and were asked to write downa list of classroom norms that they think is important to achieve a respectful and encouraginglearning environment throughout the quarter. Then the students were asked

Conference Session

Multidisciplinary Design II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park; M K Parfitt

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

programs will be covered.IntroductionMost degree programs that teach building engineering have design opportunities are often less thanideally constructed to reflect practical careers due to relatively few faculty members being trained, or theyhave no similar industry experience necessary to guide students [1]. Consequently in these settings, only asurface level understanding of their value is realized [2]. Many engineering students do not know how toapproach large complex systems due to their exposure to idealistic examples [3]. Additionally, they notcapable of providing critical multi-disciplinary integration of their designs due to the isolated nature oftopics in the classroom [4] [5]. Capstone courses provide a comprehensive evaluation of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jidong Huang, California State University, Fullerton

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

60 seconds, it significantly helped developing student interest inbusiness entrepreneurship (80% compared to 62% for the engineering field trip); and helpedstudents understand the connection between STEM and entrepreneurship (79% compared to 72%for the engineering field trip).Figure 4. Student responses to “Please indicate the degree the event/activity helped you in the following:” for a field trip to a fast-pitch competition in year 3Summative Results Across the years, student interest towards subjects and fields in Engineering, ComputerScience or Entrepreneurship was tracked by student self-surveys. Each field interest constructwas measured using items on a 0 to 10 scale, with 10 reflecting the highest positive

Collection

2018 ASEE Mid-Atlantic Section Spring Conference

Authors

Vazgen Shekoyan, Queensborough Community College, CUNY; sunil Dehipawala, Queensborough Community College; Tak Cheung, CUNY Queensborough Community College

Tagged Topics

Diversity

terms of reflective thinkingbased on logic, rationality and synthesis was discussed with a conclusion that critical thinkingmust be hands-on while the theory of critical thinking can be taught4. In a 2015 Newsweekarticle addressing the high school education, the necessities of “rote memorization, deadeningrepetition and humility before intellects greater than your own” were emphasized for the criticalthinking mandate because “one cannot think critically without quite a bit of knowledge”5.Memory traditionally has been classified into long term memory, short term information storagememory, and short term working memory for the manipulation of information, together withimplicit memory for performing a procedural task6. Brain studies have

Collection

2018 ASEE Mid-Atlantic Section Spring Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

Tagged Topics

Diversity

Intervention, Journal of Youth Development, Volume 12, Issue 2, 2017.12 J. Osborne, and J. Dilon. Science education in Europe: Critical reflections. London: Nuffield Foundation, 2008. 2018 ASEE Mid-Atlantic Spring Conference, April 6-7, 2018 – University of the District of Columbia13 Elam, M. E., Donham, B. L., & Soloman, S. R. An engineering summer program for underrepresented students from rural school districts. Journal of STEM Education: Innovations and Research, 13(2), 2012, pp. 35–44.14. Kristin Lesseig, David Slavit, Tamara Holmlund Nelson, and Ryan August Seidel, Supporting Middle School Teachers’ Implementation of STEM Design Challenges, Journal of School Science &