Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Benjamin L. Sill; Elizabeth R. Crockett; Matthew Ohland

, student organizations, and which math course is thehardest.Schedule career-related material toward the end of the semester. We felt that students neededcareer-related material most just before they leave for the semester break. This would givestudents an opportunity to reflect on summer employment that might help them investigate apotential career, and some ambitious students might take the opportunity to talk to employers intheir hometown about a summer position. Page 7.1203.4 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for

Conference Session

Trends in Energy Conversion/Conservation

Collection

2002 Annual Conference

Authors

Scott Dunning

Society for Engineering Education One of the toughest challenges for engineering technology educators is to ensure thatcoursework reflects current technology trends in industry. Overall curriculum revisions requiringthe deletion or additional of technical classes needs to be carefully examined to fit long termcareer placement trends. Topic changes within existing courses needs to occur yearly to keep upwith new technology trends. The changes presented in this paper represent both curriculum revisions and topicalrevisions. The curriculum revision reflects the changes in job opportunities available to ourstudents. We are deleting material that is not deemed necessary from the current employers ofour graduates. The topical

Collection

2001 Annual Conference

Authors

Sheryl Sorby

12. Translation and Scaling, Game Scaling Quiz #2 10. Reflection and Symmetry 13. One-Step Rotations Object Rotations 14. Two-Step Rotations 11. Cross-Sections of Solids 15. Reflection and Symmetry 12. Surfaces and Solids of Object Reflections 16. Planes in 3-Space Revolution 17. Cross-sections of solids

Collection

2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

. There are manycourses, mathematics and literature for example, that would face numerous challenges in havinga student attempt to master the subject matter in a short period of time. Therefore, coursesrequiring recitation and complex skill-building that can only be mastered by learning, practicing,reflecting, and improving over a multiple week/month period are not likely candidates forconcentrated formats. Page 6.818.2 Proceedings of the 2001 American Society of Engineering Education Annual Conference and Exposition Copyright 2001, American Society for Engineering EducationCourses that emphasize experiential

Collection

2000 Annual Conference

Authors

Thomas E. Hulbert; Robert B. Angus

recommendation to the corporation.)Revisions for Second OfferingThe first, most frequently received, evaluation comment recommended that the coursefocus more upon the labs. Therefore, the second offering was changed to 50% lecture;50% lab. This was very acceptable to the second round of participants.The course content was revised to reflect both the input of the previously participantsand a number of personnel from the Engineering Council. Also, the authors noted thatparticipants seemed confused and frustrated by the separate set of overhead graphs thattracked the course topical content. Therefore, the authors merged the overhead slideswith the course content, including the precise reference to pages within each of thesupplied texts. This proved to be

Collection

2000 Annual Conference

Authors

Sanjiv B. Gokhale; Michael O'Dea

spends on the projecthe or she is exposed to various facets of construction. The specific learning objectives in thiscourse targeted by service activities were: 4 4 Achieving “breadth” of knowledge in the field of construction, 4 Developing skills to understand, accept, and relate to people of different background, and Ability to think rationally, form informed opinions, and comprehend new ideas.A particularly important aspect of any service learning course is the opportunity given to eachstudent to “reflect” and thereby gain a significant understanding of the course content. Studentsin the CNT 105 course were required to submit a paper based on their experience. The paperasks the student to describe the activities

Collection

2000 Annual Conference

Authors

Bernard Hoop; Thomas E. Hulbert; Robert B. Angus; Eric W. Hansberry

for advanced upper-level coursework and research. We Page 5.303.2propose a methodology that focuses on preparing students for working in industry. While the 2authors familiarize students with Voland’s valued comprehensive approach, they utilize anindustrial version of the format when working with first-year students. This approach wasdesigned to reflect the type of work typically required by the students’ cooperative workemployers and in industry in general. Aptly referred to as the industrial format, our method is inkeeping with our emphasis on a relevant education. Current formats used in first

Collection

2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

groups were separated physically byhalf the distance across campus, by credit non-transferability, and by minimal appreciation andunderstanding of the role of the other in society. The contention is most obvious among facultymembers, but it is presumed that faculty attitudes are transferred to students, whether directly orindirectly by innuendo reflecting those attitudes. Although we were attempting to solve theseattitudes of contention within our university setting, we felt that this issue was not uncommonthroughout the nation. Those of us with industrial experience were well aware of similar problemsin the workplace. Consequently, we felt it would be worthwhile to hold a symposium in anattempt to determine how universal these contentious

Collection

1997 Annual Conference

Authors

S. Gokhale; J. Aldrich

] has proposed anew paradigm of scholarship, one that not only promotes the scholarship of discoveringknowledge, but also celebrates the scholarship of integrating knowledge, of communicating Page 2.243.1knowledge, and of applying knowledge through service. Service, in this context, means far morethan simply doing good, although that is important. Rather it means that students and professorsapply knowledge to real-life problems, use the experience to revise their theories, and become“reflective practitioners.” Service may be defined as a credit-bearing experience in which thestudents are involved in community service and reflect on the

Collection

1997 Annual Conference

Authors

Jon E. Freckleton

students mature, demandingcustomers.The graphics sequence of three required, and one upper level optional, courses havesignificant design content. The first year course teaches fundamentals. The second yearGD&T and CG courses are project based. This year they were split from a single course toallow transfer students more flexibility; many have CG, few have GD&T.Both second year courses will continue with design content: l-Each assigned drawing requires an isometric sketch showing an engineeringapplication of the part. It must be unique, the part is modified to reflect the design use.Therefore, each students’ drawing is unique which greatly increases grading time. 2-Students form three to five member design teams and develop

Collection

1998 Annual Conference

Authors

Cathie Scott; Carolyn Plumb

3.620.2continuous improvement through ongoing, direct assessment. This approach reflects the currenttrend to define writing as an iterative problem-solving process, similar to that used by engineersin the design process, and to assess writing skills in terms of mastery of this process.13, 14If writing is a process and is taught as such, a program evaluation must be process-oriented aswell. Indeed, assessment in general is moving toward "direct" and "authentic" assessment ratherthan "indirect" assessment. Indirect assessment, which, in the case of writing, would be multiple-choice tests, sentence editing, or timed essays, is not a good indicator of how well students canactually produce writing. Writing programs are now embracing portfolio assessment, which

Collection

1998 Annual Conference

Authors

James L. Greer; James P. Solti; James M., Jr. Greer

semester, outcomes 2 through 6 have become a primary focus ofEM 200. The CD has encouraged his cadre of instructors to look beyond the subjectmaterial and to concentrate on getting their students thinking and learning and beingexcited about thinking and learning. Being a true educator requires much more thantraditional lecturing. As such, the CD has tried to encourage instructors, new andexperienced alike, to incorporate non-traditional techniques in the classroom via theweekly discussions, as well as daily “Pedagogical Thoughts of the Day” (PTOD).The intent of the PTODs and PRODs is to get the instructors to reflect on their routine, tomove beyond the first outcome, to consider student learning styles, to incorporate non-traditional teaching

Collection

1999 Annual Conference

Authors

John Hoover; Arnold F. Johnson

tour (M = 1.04).Several students also wrote on their surveys that they wanted even more "hands on" and "real"activities. One student specifically wrote, "I want even more excitement and action." A teacherastutely observed, however, that the emphasis on sensory experience must be carefully paired withacademic learning. The motivational component was observed, but this excitement must bebalanced with the opportunity to reflect on concepts. Plans are underway to hold talking stationsfollowing each activity, where students will discuss mathematics and science activities withtrained teachers. Perhaps in line with this, several students, parents, and mentors argued that moreadvanced concepts could be handled by older students.Because of the desire

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

learningare grasping and transforming experience (Fig. 1). Figure 1. Experiential Learning Model (Kolb, 1984, p. 42)There are two opposite modes of grasping, directly through the senses (concrete experience) orindirectly in symbolic form (abstract conceptualization). Similarly there are two distinct ways oftransforming experience, by reflection or action. The complete process is a four-stage cycle (Fig.1) of four adaptive learning modes. The active involvement of students through all four learningmodes helps develop higher-order skills (Kolb, 1984; Wankat and Oreovicz, 1993). A detaileddescription of these learning modes (type of learners) with suggestions for writing activities, “ameans to think and learn,” is presented by

Collection

1998 Annual Conference

Authors

S. D'Souza; N.W. Scott; B.J. Stone

E A ER C ING EDUFigure 3 shows the arrangement of reflective optical sensors the lab. However to determine each of the parametersnear an inertia. Each inertia has 180 grooves machined into its separately would require the rig to be dismantled and re-rim. The channels were painted matt black while the assembled. It is possible to get round this problem in theremaining parts of the rim was still shiny aluminium. Each

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 22.1157.6For this study, a semi-structured interview protocol was employed in order to obtain a measureof consistency among the interviews, with each interview lasting approximately 60 minutes. Theprotocol was designed to allow the participants to talk about their previous experiences withprogramming in a general sense in order to prime them for the reflection needed to answer thein-depth questions about their understanding23. This is a key component in conducting aphenomenographic research study, as it is only through this process of reflection that theparticipant is able to fully articulate their experience or understanding, especially if thephenomenon under investigation is a specific event or experience. However, reflection is a

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and Self-Objectives; examinations) Assessment andPresentations) Self-Reflection Items)In the set up to the Are students Are the students Is the teacherlesson or within the directed to actively assessed in a way presented withmaterials presented connect math and that allows them to materials in trainingduring the lesson, science concepts to demonstrate that wouldare math and science engineering connections of math explicitly connectconcepts explicitly concepts in their and science

Collection

1999 Annual Conference

Authors

Shih-Liang Wang

, surfaces, and solids.The transformation matrix [T] can be represented as:  t 11 t 12 t 13 t 14   t 24   T1 T2  [T] =  t 21 t 22 t 23 =   t 31 t 32 t 33 t 34  T3 1 t t 44   41 t 42 t 43The 3x3 submatrix [T1] is used for scaling, reflection, or rotation; the 3x1 column vector [T2]generates translation; the 1x3 row vector [T3] produces perspective projection. Figure 11 showsa wedge reflected about xz-plane with the following transformation matrix: − 1 0 0 0

Collection

1999 Annual Conference

Authors

Patrick Devens

were able to reflect upontheir experiences did opinions on MATLAB change. If a software program is to be added orchanged within a course, instructors must be given the opportunity to learn the software beforeteaching it.The same lesson was reflected in instructor MATLAB text6 reviews. Most course instructorswere staying one step ahead of their students on text assignments. As a result, instructors wereeasily blindsided by student questions. This manifested an initial feeling of text inadequacy.Instructors stated; “The book was not clear enough”, “The book could have done a better job”,and “We need a better book next time”. These statements illustrate instructor turmoil as theystruggled to teach a software package without being properly

Collection

1997 Annual Conference

Authors

Luis M. Bocanegra; Jose L. Rivera

below.EquipmentThis experiment uses an acoustic impedance tube (P. A. Hilton, B-400)4 for the determination ofthe sound absorption properties of different materials. The apparatus consists of a transparentplastic tube fitted at one end with a twin loudspeaker enclosure, and at the other with a heavysample holder on which the sample material is mounted. A small microphone may be movedaxially along the length of the tube and its position measured.The loud speakers are fed with a variable common pure tone (single frequency) from a functiongenerator and the sound waves produced pass along the tube sample. According to the type ofmaterial and frequency, part of the sound energy is absorbed, and the remainder reflected backalong the tube. The latter is detected by

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carol Shields, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

Curriculum Content Standard 9.1: 21st Century Life and Career Skills describes skillsthat prepare students to engage fully in civic and work life. The standard includes six strands,which reflect the Framework for 21st Century Learning. 4 For the purpose of this study and asmentioned above, we are focusing on the skills of collaboration and communication, although itis expected that engaging the students in a variety engineering activities will also improve theirability to think critically and solve problems. That topic will be addressed in a larger study of allof the students whose teachers are part of the NSF funded PISA2.Partner ClassThe partner school is located in Jersey City, the state’s second largest city. The school districthas 28,218

Conference Session

Concurrent Paper Tracks - Session I

Collection

2015 ASEE International Forum

Authors

Stephen Hundley, Indiana University-Purdue University Indianapolis (IUPUI)

Tagged Topics

Diversity, International Forum

. Page 19.37.1 c American Society for Engineering Education, 2015 The Attributes of a Global Engineer: Results and Recommendations from a Multi-Year ProjectAbstractFor the past several years, the American Society for Engineering Education’s Corporate MemberCouncil, reflecting the voice of industry, developed a series of attributes representing the desiredcompetencies needed by engineers in order to effectively live and work in a global context. Aglobal online survey was launched to validate the performance and proficiency levels of eachattribute, and a series of global focus groups in every major region of the world have been heldfor the purpose of clarifying and refining the

Conference Session

Program Level Assessment

Collection

2005 Annual Conference

Authors

Edward F. Crawley; Doris Brodeur

scales, student reflections, journals, portfolios, and peer and self-assessment.Rationale: If we value personal, interpersonal, and product and system building skills, set them as learningoutcomes, and design them into curriculum and learning experiences, then we must have effectiveassessment processes for measuring these skills. Different categories of learning outcomes requiredifferent assessment methods. For example, learning outcomes related to disciplinary knowledge may beassessed with oral and written tests, while those related to design-build skills may be better measured withrecorded observations.Standard 12 -- CDIO Program EvaluationA system that evaluates programs against these twelve standards, and providesfeedback to students

Conference Session

Closing Manufacturing Competency Gaps I

Collection

2002 Annual Conference

Authors

Balasubramanian Kailasshankar; Devdas Pai

their self-analysis findings and self-improvement achievementsResultsThe class had an enrollment of 23, and 16 students chose to participate. Student self-analysisreports were collected at the end of the semester but before the final exam, and do not reflecttheir performance on that event. A sample student report is presented in Figure 1. Studentcomments gleaned from the self-analysis reflect overall satisfaction with the process in terms oflearning their professional strengths and weaknesses. Sample comments are quoted below: · I learned that there is direct correlation between the amount of studying time and score awarded. Secondly there is also correlation between the allotted time for assignment and the score. Those

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Dianna L. Newman; D. Reinhard

study had as its basic educational objective the integration ofknowledge of materials handling with expected practices and outcomes. Its goal was thedevelopment or refinement of problem-solving skills via virtual interactions in increasinglycomplex materials handling settings. The content reflected basic principles of materials handlingwith interpretations and uses offered by managers, engineers, and students. Diverse settings wereportrayed via media-supported clips of actual uses and oral as well as written overviews.The module was targeted to meet the needs of two types of learners:· Engineering juniors or seniors who had strong modeling skills but limited knowledge of

Conference Session

Learning Styles

Collection

2002 Annual Conference

Authors

Michael Pavelich; Barbara Olds; Ronald Miller

software on 88 students and faculty from two collegesand students from a high school. Data from standard Reflective Judgment interviews and fromCogitoã have been analyzed in a variety of ways using neural-net software. The better fits showcorrelation coefficients between Cogito ã and interview ratings of 0.5-0.8. Most other fits showcorrelations below 0.4. These results are slightly to significantly better than previous paper-and-pencil instruments for measuring intellectual development. We will discuss what our resultsmean for effective assessment. Are R values in the 0.5-0.6 range good enough? Why is there anapparent ceiling on R values for paper-and-pencil instruments?Keywords ¾ intellectual development, assessment, neural network, Cogito

Collection

2022 CIEC

Authors

Joseph Parlier

for Engineering Education ETD 315At the post-secondary level, a meta-analysis of 225 studies of undergraduate STEM courses,comparing student performance in traditional lecture and active learning courses, students intraditional lecture courses were 1.5 times more likely to fail the courses than their peers in activelearning courses [2].When designing instruction, the active learning model [3] of experiential learning includes fourkey components: 1) engaging students in a concrete experience based on the content beingtaught, 2) providing students with the opportunity to make observations and reflect on theseobservations, 3) allowing students to analyze

Collection

2024 ASEE North Central Section Conference

Authors

Andrew James Goodling, Grand Valley State University; Erik Fredericks, Grand Valley State University; Sara Jo Alsum-Wassenaar, Grand Valley State University

Tagged Topics

Diversity

student interest and development in science,technology, engineering, art, and mathematics (STEAM). This paper introduces Walk andDraw, a collaborative effort between the disciplines of Computing, Arts, and Interactive Mediato support students as they navigate the STEAM disciplines. The Walk and Draw applicationenables students to experience nature while documenting their findings. We have built anopen-source prototype system that supports students in conducting and documenting theirexperiences in varying environments, thereby providing the opportunities for self-reflection andsharing their experiences with their peers. Ideally, Walk and Draw will support students intheir lifelong goals of communication, exploration, and creativity. Walk and Draw

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Ronald L. Miller, Colorado School of Mines

Tagged Topics

NSF Grantees

 actually  occurs.    It  is  key  in   this  step  that  the  students  can  observe  that  there  is  not  a  “trick”  involved.     Appropriate  guidance  from  a  faculty  or  teaching  assistant  during  this   experiment  is  beneficial.     3) Students  must  complete  a  post-­‐lab  homework  in  which  they  reflect  on  the   discrepancies  between  the  experiment/simulation  and  their  prediction,   describing  how  the  two  were  different  and  revising  their  answer  to  reflect   Page 22.885.3 what

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

AC 2012-4659: CHALLENGES TO ENSURING QUALITY IN QUALITA-TIVE RESEARCH: A PROCEDURAL VIEWDr. Joachim Walther, University of Georgia Joachim Walther is an Assistant Professor of engineering education research at the University of Geor- gia (UGA). He is Co-director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from en- gineering, art, educational psychology, and social work. His research interests span the formation of students’ professional identity, the role of reflection in engineering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE