Collection

2000 Annual Conference

Authors

Rose M. Marra; Thomas Litzinger

skills. His discussion and insights were quite consistent with thecurrent literature on self-directed learning that identifies these same factors. For example,Garrison includes these very same factors, albeit at a more detailed level, in her model for self-directed learning [7].Candy in his extensive review of self-directed learning summarizes the characteristics of theself-directed learner from many sources [8]. These characteristics fall into two sets, personalattributes and skills, that quite clearly correspond to Flammer’s “will do” and can do.” Candy’slists are: “Will do” Attributes: curious/motivated, methodical/disciplined, logical/analytical, reflective/self-aware, flexible, interdependent/interpersonally competent

Collection

2000 Annual Conference

Authors

Peter J. Graybash

dilemmas are non-existent and that the means-end principle and utilitarian principle willdominate ethical considerations. Second, the Bounded Rationality model tends to be less idealistic, and to consider thelimitations of day-to-day decision-making. It reflects individual tendencies to conduct limitedsearches for alternatives, to make choices under situations of inadequate information or control,and to (satisfice) select the less than best solution. Satisficing is the practice of selecting anacceptable goal, which might be easier to identify, less controversial, and otherwise safer thanthe best possible solution, very often, the manager's view of being reasonable to achieve. Thebounded rationality process reflects the human tendencies to 1

Collection

2000 Annual Conference

Authors

Asif M. Shakur; Ali Eydgahi; Abhijit Nagchaudhuri

to appreciatecomplexity; to be capable of working in a variety of interpersonal and organizational settings; tobe able to act reflectively.Engineering is a profession in which knowledge of mathematical and natural sciences acquiredby study, experience and practice is prudently applied to develop ways to utilize optimallymaterials and forces of nature for the benefit of mankind and improving quality of life. "Service-Learning" is a combination of academic instruction with service that addresses real communityneeds. It uses reflection and critical thinking to provide an emphasis on personal growth andcivic responsibility. Humanities and Social Sciences curricula emphasize more on "soft skills"and "social service" and as such have naturally

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Roger Wallace; David Adams

Learning Across theDisciplines1 highlighted some of these approaches; it also serves as a useful summary ofsome of the issues involved at different institutions.The plan that emerged for the Department of Civil & Environmental Engineeringincorporated some of these strategies and the practical experiences of the technicalwriting specialist. It also reflected the need to produce some positive results with limitedresources and within three years.This effort is now in its fifth semester. This paper describes the history of the effortwithin the department, the plan that emerged, some reflections of a lead professor from acritical course, the problem of assessment, and some of the issues and opportunitiesencountered along the way.II. HistoryOver the

Collection

2001 Annual Conference

Authors

Jeanne Garland; Christine Helfers; Ronald Roedel; Sarah Duerden

behavior. For example, Cicero urgedrhetors to examine their “merits of worth or virtue of some kind, particularly generosity, sense of 2duty, justices, and good faith.” Quintilian asserted the “the whole conduct of life is based on the 3desire of doing ourselves that which we approve in others.” Translator James J. Murphy pointsout that Quintilian’s focus was for rhetoric to be “merely a tool of the broadly educated citizen 4who is capable of analysis, reflection, and then powerful action in public affairs.” The clearimplication of these early rhetors is that citizens need

Collection

2001 Annual Conference

Authors

James Landay; Francis Li; Anthony Joseph

identify any design issues with the system as well asanalyze the data reported and collected. In particular, we were interested in how well the self-reported metrics reflect the actual work practices of the students. Also, the student homepageprovides an immediate summary of the reported data, including comparisons to other teams,which may lead to “gaming” the system so that the summaries favor particular students or teams.Finally, we conducted a number of informal surveys during and after the course to get feedbackon the usage of the laptops and the system.IV. Results and DiscussionThe pilot evaluation successfully revealed a number of bugs and design issues with the system,which unfortunately affected its usage by the students. Upon first

Collection

2001 Annual Conference

Authors

Kay C. Dee; Carol Mullenax

of a student chapter. The exact formula used to calculate the CSI for activechapters was generated by empirical rather than mathematical methods, and is as follows: CSI=0.5*(STLOC+STCONF)+STASEE+2*MTGS+0.2*AVGATT+10*AWARDSThe thought process behind the assignment of weighting factors was based in the desire torecognize not only the number of members but also the time invested in activities. Consequently,the number of meetings and events was multiplied by two and the number of sponsored awards wasmultiplied by ten to reflect the relative time and effort required by several members to organize andmaintain such programs. Conversely, the number of national ASEE student members received evenweighting with a bonus of one half for those

Collection

2001 Annual Conference

Authors

Victoria Wike

reasons: (1)values are fundamental; (2) values are familiar; and (3) values are inclusive andpluralistic. Let me explain these briefly.By saying that values are fundamental, I mean that they are more basic than theories,codes, and laws. They are more universal, which is to say, less arbitrary and legalisticthan other approaches to ethics. With values, we don’t get as caught up in technicalities;instead we focus on what is of importance.When I say that values are familiar, I mean that values language is accessible andconcrete. It is language we use in ordinary conversation. Values are everywhere. Achoice to pursue a particular profession reflects values, a choice to speak to a colleague ina particular way reflects values, and so on. If, as I am

Collection

1998 Annual Conference

Authors

Robert Heidersbach; David Gibbs; Daniel Walsh; Alan Demmons

the uncanny similarity of their recommendations, the remarkableconstancy of what is perceived to be important in engineering education. Though each study reflects the challengesof its age, and therefore suggests stronger emphasis in one area or another, the desired threads in the engineeringfabric appear to be agreed on and immutable. The specific actions suggested in the reports can often be interpretedsimply as efforts to provide damping corrections to prior over or under emphases among this fixed set ofcharacteristics.What, then, characterizes our age and drives our approach to engineering education? The dominant forces are theglobalization of the economy, the end of the cold war, the explosion of information technologies reduced funding

Collection

1998 Annual Conference

Authors

Craig Gunn

questions formed into a report can clearly indicatewhat the work experience has meant to them. Instead of just being comfortable with a goodpaycheck, students have some very tangible reasons to make intelligent judgements on the value ofthe experience.An additional issue that is discussed with the students before they begin work is the level of theirtechnical experience. Many faculty express concern regarding the extent of the technicalexperience. Since the students coming from the College of Engineering at Michigan StateUniversity will ultimately graduate as engineers, it is important that the experiences that theyencounter reflect work in the engineering world. The questions that require reflection on the level ofengineering performed by the

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University; Catherine McGough, Clemson University

Tagged Divisions

Computers in Education

in class, butdo not have the capability of capturing, archiving and annotating student Ink and audiocommentary in a way that allows detailed analysis of cognitive processes and error types thatwas needed for our research.The digital Ink software (MuseInk ©) has a playback function that allows students to replay theirentire problem solution which facilitates review of and reflection on their work. It is believedthat this functionality will help students become more aware of mistakes they made in theprocess, the strategies they used, and how they organize their work in order to identify areas forimprovement. There is also a means for identifying important features within the work byassociating tags at specific points in the solution. This can

Conference Session

Computers in Education General Technical Session II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Willie K. Ofosu, Pennsylvania State University, Wilkes-Barre Campus

Tagged Divisions

Computers in Education

based on theradiation patter.Figure 1 shows E- and H-field patterns present in the electromagnetic radiation, anddemonstrate some irregularities in the patterns, and helps the students to relate theory to theexperimental results observed. Had this experiment been performed in an anechoic chamberwhere reflections are eliminated no irregularities will be present. This demonstrates to thestudents the effect of reflections from objects that are present in the laboratory setting.Figure 1. E- and H-fields of a Half-wave (λ/2) DipoleFrom this, the students get to appreciate reflections from objects such as buildings in a reallife application of radio transmission. For this example, students can place objects at differentlocations in the

Conference Session

FPD X: First-Year Design with Projects, Modeling, and Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Naomi C. Chesler, University of Wisconsin, Madison; Cynthia M. D'Angelo, University of Wisconsin, Madison; Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer, University of Wisconsin, Madison

Tagged Divisions

First-Year Programs

in developing theepistemic frame of many professions, especially those that require innovation, is some form ofprofessional practicum7,8, which is an environment in which a learner takes professional actionin a supervised setting and then reflects on the results with peers and mentors. Skills andknowledge become more and more closely tied as the student/learner learns to see the worldusing the epistemic frame of the profession. Cornerstone and capstone design courses inundergraduate curricula are examples of professional practica in engineering.Prior work has also shown that epistemic games—learning environments where students game-play to develop the epistemic frame of a profession—increase students’ understanding of andinterest in the

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

Tagged Topics

NSF Grantees

largest presence in the US),the demographics highlighted below will reflect the makeup of the U.S. Army. For FY 08: Female 16.3% White 61.1% Black 21.1% Hispanic 11.9% Asian 03.3% Other 02.6% High School Diploma 82.8%These demographics suggest that approximately one-third of the potential target populationcould be underrepresented students. It is our intention to use the cohort model, and supportcourses (supplemental instruction and peer mentoring) to attempt to address the needs of thesestudents. We believe that a veterans’ transition course

Collection

1999 Annual Conference

Authors

Suzanne Mildren; Karen Whelan

Innovative Teaching Practices for Successful Implementation of Integrated EngineeringPrograms". It is out of this project that the theme for this paper has arisen.This paper aims to discuss how teamwork has been woven into the culture of engineeringeducation, beginning with first year, within the University of Ballarat. It will provide anoverview of what was initially planned, discuss how and why the initial plan evolved, activitieswhich were successful, those that were not so and the way forward. While the paper will seek toaddress some of the broad issues raised across the three partner institutions, it will concentrateon activities and reflections from the University of Ballarat, as the primary project partner.II. Cooperative Learning and

Conference Session

Mechanics Division Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Thomas Rockaway, University of Louisville; D. Joseph Hagerty, University of Louisville

Tagged Divisions

Mechanics

reviewed the four target areas in need ofimprovement and defined their mission as “Ideas to Action: Using Critical Thinking to FosterStudent Learning and Community Engagement.”[2] The concept of critical thinking has beendefined many times over the past forty years, but generally includes activities focused on keyabilities: to question; to acknowledge and test previously held assumptions; to recognizeambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments anddecisions; and to clarify, articulate, and justify positions [3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16]. It isevident that the approach developed by the QEP team reflects the determination that criticalthinking is defined by mental activities and standards that

Conference Session

Teaching Mechanical Systems: What's New

Collection

2010 Annual Conference & Exposition

Authors

Nashwan Younis, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Mechanical Engineering

the development of stress concentration as well as reinforcing the Saint-Venant’s theory. The paper introduces the visualized photostress images in improving Page 15.1352.3the understanding of SCF near notches/edges.PhysicsThe optical method of reflected photoelasticity is utilized to achieve the goals about someof the above learning outcomes. Most engineering students learn the fundamentals ofoptics in a physics class. They are introduced to the geometrical and physical optics andmost likely will not use the knowledge learned in the rest of the curriculum. A quickreview of the fundamentals of polarized light is linked to the principal strains.In a

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Consultant

Tagged Divisions

Cooperative & Experiential Education

setting. Tasks have to accurately reflect the workplace environment and encourage students to draw upon their formal learning and use it to interrogate the workplace practices. Assessment that that encourages broad capabilities rather than more narrow learning objectives should be employed by educators to ensure that students actually learn in work place.Experiential learning is an inclusive phrase for many types of work based related learningexperiences8, 13, 38 including cooperative education. The first cooperative education program inthe United States of America dated back to 1906 at the University of Cincinnati9, 39. However

Conference Session

Assessment & Continuous Improvement in ET: Part II

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Engineering Technology

Engineering Education, 2010 Student Surveys of Course Knowledge and Skills: Improving Continuous ImprovementAbstractThe emphasis on curricula and program accreditation has moved from certification of teaching toconfirmation of learning. Commonly adopted outcomes and assessment methods reflect theobservations or opinions of the evaluator on the quality and quantity of learning demonstratedthrough various measures such as projects, presentations, or testing. Students achieveknowledge and skills objectives through the various learning opportunities, in other words thelearning tools, offered them. Instructors must have knowledge of student preferences,perceptions, and responses to the tools offered the students in

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Amy Freeman, Pennsylvania State University; Anita Persaud, Pennsylvania State University; Drey Kharem, Pennsylvania State University; William Rothwell, Pennsylvania State University; Edgar Yoder, Pennsylvania State University

Tagged Divisions

Minorities in Engineering

racial preferences. The legalramifications of race-based access to college admissions, retention services and resourceshas been reflected in several court cases and anti-affirmative action propositions in the Page 15.884.2states of California, Washington, and Texas, with others considering this alternative 8, 20,10 .There is clearly a need for race-neutral solutions that will enhance the education of allstudents and also bring about the diversity reflected in the population of the US. Asadditional non-racial barriers are identified and removed, a more equitable number ofunderrepresented students may attain access to the engineering profession. This

Conference Session

International Forum Poster Session & Welcome Reception: Sponsored by Quanser and Cypress Semiconductors

Collection

2012 ASEE International Forum

Authors

Christina Kay White, University of Texas, Austin; Joules Webb, Transformation 2013 Texas STEM Center

Tagged Topics

ASEE International Forum

way thatwe face solving the NAE 21st Century Engineering Grand Challenges, which are notably linkedto our interactions with the world‘s citizens.HSTEAP Professional Development Design and CurriculumUpon assessment and reflection of prior years of HSTEAP professional development, LSU‘sOffice for Diversity Programs leveraged the strengths of the program and included newapproaches to evolve the program to further enrich engineering education. Three priorities andstrengths of Year (YR)1 and YR2 professional development and curriculum were to 1) exciteand empower teachers and students through high quality, design- and project-based STEMeducation 2) attract diverse student populations to the STEM fields and expand the STEMpipeline, and 3) provide

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Tom Gally; Steve Chadwick; Randy Shaffer; Milton Cone; Jim Helbling

. Enthusiasm was high all through the semester. Thefinal grades divided between A’s and B’s as might be expected from the select studentpopulation. The end-of-course student evaluations were generally favorable. Table 1 shows theresults of the surveys completed by 20 of the 25 enrolled students.My instructor Strongly Agree Neutral Disagree Strongly Agree DisagreeMethods and materials helped me learn 55% 25% 20%Examinations/assignments reflect the 30% 40% 10% 15% 5%materials covered in classChallenged me to think critically and to 70% 20% 10%express myself

Conference Session

Manufacturing Laboratory Experience

Collection

2005 Annual Conference

Authors

Sheng-Jen Hsieh

. It contains instructions needed for constructing aladder logic program, such as:• Examine On ] [• Examine off ] / [• Output energize ( )and timer instructions such as TON (Timer-On Delay), TOF (Timer-Off Delay), and RTO(Retentive Timer On Delay).The program template is on the bottom right of the screen. The templates reflect six commonprogram structures (Figure 2). Instructions may be placed in series, parallel or hybridarrangements.The control system window is in the upper right of the screen (Figure 1). This window showsinput devices (such as switches) on the left, the PLC in the middle, and output devices (such as alight and a motor) on the right. The input and output devices are interfaced with the I/Oterminals of the PLC.Students use

Conference Session

Visualization

Collection

2005 Annual Conference

Authors

Eric Wiebe

researchers are primarily making use of two basic types of technologies: “bright-eye”and “dark-eye” trackers7. Bright-eye trackers use an infrared light shining into the eye to createtwo reflections, one through the pupil and off of the back of the retina and one off of the surfaceof the cornea. An infrared-sensitive camera records these two reflections, using image processingtechniques to size and locate these two reflections in the image at a rate of 30-60 Hz. The relativeposition of these two reflections is then used to tell where the eye gaze is. The retinal reflectionlooks large and bright in this video image, thus its common name. Dark eye trackers use asimilar image processing approach using visible light and often visible landmarks other than

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Hue Van Tran; Steven Reyer; James Friauf; Owe Petersen; Katherine Wikoff

leader reflects upon his or her leadership style, use ofmotivational techniques, and methods of handling conflict.Together the courses of the curriculum are intent on setting the standard that communicationoccurs in many forms and settings.The Electrical Engineering program’s stated communication goal is that” its graduates will havedemonstrated proficiency in oral and written skills and effective teamwork skills.” The issue ofcommunication instruction, particularly in the form of writing-across-the-curriculum (WAC)practices, has been covered extensively. Some articles regarding this topic appear in thebibliography at the end of this paper1-7. However, most scholarship in this area has focusedprimarily on writing as the principal form of

Conference Session

Assessing with Technology

Collection

2005 Annual Conference

Authors

Jonathan P. Mathews; David Morales

online learning: greater flexibility maypromote greater procrastination with concurrent negative consequences. Procrastinationis especially prevalent among novice online learners, specifically the male traditionalcampus-based undergraduate student. This paper investigates the relationship betweenperformance and procrastination for campus-based “traditional” students enrolled in afully online, large enrollment (300+ students a semester), general education class.Procrastination was rampant with 40% of students typically starting the weekly lesson(s)on the due date(s). Procrastinators had reduced grades (6% lower or an average “A” to“B+/A-” transition) for weekly reflection activities. Males were more susceptible tonegative consequences in

Conference Session

Sustainability Issues

Collection

2005 Annual Conference

Authors

Peter Bosscher; Jeffrey Russell

must then start doing that.If we seriously believe that the goal of education is not just to equip students to live lives but alsoto inspire and energize and marshal them to support the community, that the goal is to contributeto their moral and spiritual formation (which is the only plausible motif from which values arise),then we have to reflect on how we can make responsible use of these a-rational factors, and howwe can make responsible use of reasoning from principles to applications of principles.Developing the latter would, for one thing, require much more praxis-oriented scholarship thanthe scholastic model calls for.It’s clear that from such reflections as these take us beyond curriculum into pedagogy, aboutwhich we as a community

Collection

2024 South East Section Meeting

Authors

Gafar Abbas Elamin P.E., The Citadel; Nathan John Washuta P.E., The Citadel; James Righter, The Citadel; Kevin Skenes, The Citadel

students who workedacross a variety of disciplines and collected efficient and systematic data from posters. Theyreported that the students’ feedback provided informed reflective instructional practice toenhance the capstone project teaching and assessment process.The Course Grading SchemeAt the Citadel, the senior capstone project takes the form of a two-semester course sequence. Thefirst phase is offered during the Fall semester and the second during the Spring semester. Eachcourse is graded separately and contributes three credit hours to the fulfillment of the mechanicalengineering degree. During the first phase of the project students identify, define, select conceptdesign, perform engineering analysis, prototype, finalize their detailed

Conference Session

Track 3: Technical Session 2: Using a Collective Impact Approach to Establish a Center for Equity in Engineering Focused on Graduate Education: Lessons Learned from Phase I

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Teirra K Holloman, Virginia Tech Department of Engineering Education; Natali Huggins; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; Michelle D Klopfer, Virginia Tech Department of Engineering Education; David B Knight, Virginia Polytechnic Institute and State University; Tremayne O'Brian Waller, Virginia Polytechnic Institute and State University; Jeremi S London, Vanderbilt University

Tagged Topics

CoNECD Paper Sessions, Diversity

faculty and graduate students. 12 [Discuss the center team, their roles at the university and how they contribute to the center]We have spent the last year or so working to translate the collective impactapproach to this particular context.Phase 1 Activities❏ Team Meetings❏ Audit Trails❏ Backbone Activities❏ Reflection Activities❏ Advisory Board Meeting❏ Mini Projects 13 This is a list of the different types of activities we have engaged in to establish the center’s infrastructure and learn from our initial efforts.Example Activities ★ Audit Plan

Collection

2024 South East Section Meeting

Authors

Hoda Ghassab, Tennessee Technological University; Priyanka Mahajan, Tennessee Technological University; Pedro E. Arce, Tennessee Technological University; Andrea Arce-Trigatti, Tallahassee Community College

by the kinematics of fluid flow that works as the “microscopic” levelof the application to the learning topic (please see Figure 1). More details about the learningprocess and how it works are presented in the sections below.A Dual Level Learning Approach through a Practitioner’s LensResearch FrameworkThis work adopts a practitioner research methodology that reflects a praxis-based approach thatidentifies challenges in the classroom and leverages effective practices to enhance studentlearning.1 Manfra and colleagues1 indicate that, “Practitioner research is grounded in notions ofreflective inquiry and experiential education…(and) reflection-in-action” (p. 6). Specifically, thiswork is inspired by practitioner reflections and observations of