Conference Session

Pedagogies of Making and Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dean Nieusma, Rensselaer Polytechnic Institute; James W. Malazita, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

, haveexperimented with forms of media production as alternatives to writing for producing anddisseminating scholarly work. Both of these projects focus on the production of new mediaforms, such as web pages, games, and interactive digital art pieces, as the result of scholarlywork, rather than merely as methods for producing more traditional written/publication material.More recently, thanks largely to the proliferation of 3D printing hardware and related grantsfrom the National Endowment for the Humanities and the Andrew Mellon Foundation, digitalhumanists have begun incorporating making practices into their research and pedagogy.Makerspaces and critical design labs such as those at the University of Victoria, the University ofToronto, the University of

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

Interdisciplinary Education

Collection

2003 Annual Conference

Authors

James Globig

/laboratory format and is designed for Electronic, Computer, Mechanical, andManufacturing Engineering Technology students organized into cross-functional teams.The outline of the paper follows the course outline described in TAC of ABET “Self-Study Questionnaire - TC2K Visits” 1IntroductionStudentThe course is an interdisciplinary course with mixed teams of Mechanical (MET),Manufacturing (MFG), Electronic (EET), and Computer (CET) Engineering Technologystudents. In general, the course is an integration of LabVIEW-based virtualinstrumentation and data acquisition techniques and a physical/mechanical measurementslab 2. Since the teams contain students from multiple majors, we cultivate a peer-learningenvironment where the EETs and CETs help the METs

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Catherine Mavriplis

exercises and class discussion,• participate in small group brainstorming, discussion and problem solving,• complete four homework assignments,• complete two hands-on activities: build and fly a rocket from Ref. 15 and participate in the annual departmental Egg-Drop competition e.g. see Ref. 16,• write a final term paper,• and several times a semester fill out a one minute anonymous index card where they are asked to complete the following sentence: “I’ve been sitting here for an hour and I’m still wondering about …”The index cards are similar to the “one-minute papers” suggested by Richard Light inRef. 5. They provide an opportunity for students to ask any question in a “safe” (non-public) environment. They allow a time for reflection on

Conference Session

Academic Standards & Issues/Concerns & Retention

Collection

2005 Annual Conference

Authors

Tobia Steyn

Page 10.120.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationyears of the standard four year study program (4YSP) are spread over the first three years of the5YSP.The 5YSP is fully integrated into the mainstream program in the sense that all students on the5YSP attend the same classes, have the same time-table, textbooks and lecturers and write thesame tests and exam papers as the mainstream students. This contributes to increased credibilityof the extended program and prevents stigmatising students as being 'at risk'. Faculty thus takeownership of the extended program and do not view it merely as an

Conference Session

Entrepreneurial/Innovative Communication

Collection

2004 Annual Conference

Authors

Barbara Masi

mathematics, science, and engineering principles and engineering design in a real world practice setting. • Develop understanding and gain experience in interpersonal, team, and presentation abilities. • Develop understanding and gain experience in the economic, legal, organizational and business realities that operate in a commercial company or government agency. • Acquire an appreciation of the social, environmental and ethical implications of industry or government decision-making and practice. • Gain experience in setting and carrying out career plans through resume writing, interviewing and networking training. • Further develop as an individual, gaining self-awareness and appreciation of

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Taryn Bayles

Page 8.784.6 “Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright ©2003, American Society for Engineering Education”a car are requested. The students are also required to identify their skills in writing, graphics,leadership, teamwork, analysis, drafting, planning and research/library, as well as their strengthsand weaknesses. This information is then used to assign the teams12, which consist of 4-6 teammembers. Teams are balanced using the following criteria: major13, background, academicperformance, gender and ethnicity14, and access to transportation off campus to purchasematerials for the construction of the project. The team application also requires the

Collection

2000 Annual Conference

Authors

Kenneth D. West; Craig W. Smith

laboratories. 4. Assembling a combination of the old and new equipment. 5. Writing the Science Workshop templates and/or setting up Quattro spreadsheet templates. 6. Running and debugging the exercises. 7. Writing up the exercises in the form of a workbook, complete with brief summarys of the information to be presented in short mini-lectures.Although we were rarely seen out of our classroom, the work was exhilarating. We often hauledcolleagues out of the hall and said “You’ve gotta see this!” For the first time, we were actuallyseeing some physics that we had previously only talked about. We felt a bit like Galileo musthave when he first peered through that eyepiece at

Conference Session

Student Teams and Active Learning

Collection

2002 Annual Conference

Authors

Kathleen Pearle; Gary Dainton; Christine Johnston; David Hutto; Kathryn Hollar; Eric Constans; Jennifer Kadlowec; Joseph Orlins; Kauser Jahan; Roberta Harvey; Bernard Pietrucha; Paris von Lockette; Linda Head; Stephanie Farrell; Douglas Cleary

classes outside of the college. We begin with the first day of class in the fall when teams of 4 or 5 students are asked toparticipate in a tower building contest using Jenga blocks. This first day exercise allows thestudents to get to know some of the people in their section and to become acquainted with theirsection instructor in an informal atmosphere. During the remainder of the semester, the studentswork in teams on laboratory projects, presentations, and in homework study-groups. Sophomore Clinic is team-taught by faculty from engineering and college writing in the fallsemester and faculty from engineering and public speaking in the spring. The curriculum inSophomore Clinic is coordinated so that the students’ writing and speaking

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Cooperative & Experiential Education

ASME, SIAM, ASEE and AGU. He is actively involved in CELT activities and regularly participates and presents at the Lilly Conference. He has been the recipient of several Faculty Learning Community awards. He is also very active in assessment activities and has presented dozens of papers at various Assessment Institutes. His posters in the areas of Bloom’s Taxonomy and Socratic Inquisition have received widespread acclaim from several scholars in the area of Cognitive Science and Educational Methodologies. He has received the Assessment of Critical Thinking Award twice and is currently working towards incorporating writing assignments that enhance students’ critical thinking capabilities

Conference Session

Curriculum Development in Manufacturing ET

Collection

2005 Annual Conference

Authors

Jeffrey Newcomer

thelevel of risk associated with the task; meaning that if a worker spends more than a certainamount of time with one or more of his or her joints held past a certain angle, then he or she is atrisk for an injury due to posture. The assessment tools only truly vary in terms of level of detail,so students are encouraged to use more than one so that they can compare their findings with dif-ferent tools. Students are responsible for finding a work task, they must observe the task for atleast two hours, and they then must write a 1-3 page brief that describes the task, findings fromthe assessment, and suggestions for task improvement. Students generally select single persontasks such as clerking at a grocery store and changing the tire on a wheel.This

Conference Session

Accreditation

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Kevin Bower

to the group and present their findings. Thisprocess requires that all group members develop effective communication skills. At thecompletion of the teaching session, each student is evaluated by the others in the group, whichcan result in the identification of strengths and weaknesses. The instructor is available to providerecommendations on better communication practices. This peer-oriented review and evaluationprocess can result in improved communication skills.Criterion 3(h) focuses on a student’s ability to recognize the need for and to engage in life-longlearning. This ABET criterion is highly linked to the second major motivating factor whichresulted in the change in the course pedagogy. After the authors of this paper reflected on

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

: Why All Americans Need to Know More about Technology, describes the importance of being literate about technology in the 21st century2. In their 2006 report, Tech Tally3, the NAE defined technological literacy as “an understanding of technology at a level that enables effective functioning in a modern technological society.”5The report on an NSF sponsored workshop at the National Academy of Engineering in 2005includes the statement that technological literacy is important because, “We live in a technological world. Living in the twenty-first century requires much more from every individual than a basic ability to read, write, and perform simple mathematics. Technology affects virtually every aspect of

Conference Session

Innovations in Aero Curriculum and Program Level Administration

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

].Based on the skillset shown in Figure 1, in academia, engineering graduates are trained only to“Use math to solve problems and communicate” while very little effort is made to increase allother skillset shown in Figure 1. Figure 1 Literacy standards set by National Institute of Literacy [3]Carnevale and Porro [4] elegantly stated that “School-based abilities are not necessarily the sameas work-based abilities. Employers want employees with solid academic basics, but they want theapplied versions of the three R’s. Applied reading, writing, and math are substantially differentfrom the versions taught in schools. In addition, employers want a set of behavior skills that arenot taught at all in traditional academic curricula, such

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Prashant Rajan, Iowa State University; Charles T. Armstrong, Purdue University, West Lafayette; Elizabeth J. O'Connor , Ketchum Change; Patrice Marie Buzzanell, Purdue University, West Lafayette; Rebecca L. Dohrman, Maryville University; Colleen Arendt, Fairfield University ; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

from a previous comparative analysis10 of the aggregatedataset comprising interviews with 45 women and 24 men who participated in the study. Theseresults are discussed in the next section describing the background to the present analysis.Results from an inductive analysis of transcripts from interviews with 11 white male engineeringstudents and 14 students representing non-white racial identities indicate first that maleengineers’ experience mentoring in a variety of informal and formal settings. Second, maleengineers struggled initially to connect the concept of mentorship to their mentoring experiences.Over the course of the interviews, they were able to provide examples of specific individualsincluding family members, peers, teachers and

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

Tagged Divisions

Design in Engineering Education

products are listed as statements suchas “part is smooth with no burrs or sharp edges.” For each corresponding statement, a mark ismade reflecting where students’ work falls on this proficiency scale. These scales transparently 4telegraph the standards of excellence students should strive to achieve. At the end of eachassignment, students assess the work of their peers, identifying aspects of each product thatthey either like or would want to improve. This process is random and anonymized so studentsdo not immediately know whose work they are evaluating. This is designed to help studentsdevelop a critical eye for both giving and

Conference Session

Mechanical Engineering Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jared David Berezin, Massachusetts Institute of Technology; Jane Kokernak, Massachusetts Institute of Technology

Tagged Divisions

Mechanical Engineering

Paper ID #11881Communication Among Undergraduate Engineers on a Self-Directed TeamDuring a Product Decision MeetingMr. Jared David Berezin, Massachusetts Institute of Technology Jared Berezin is a Lecturer in the Writing, Rhetoric, and Professional Communication (WRAP) team within the Comparative Media Studies/Writing Program at the Massachusetts Institute of Technology. Jared teaches in a range of communication-intensive courses at MIT, including Product Engineering Pro- cesses, Computer Systems Engineering, Managerial Psychology, and Science Writing for the Public. He has also been a science writer for Dana-Farber Cancer

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

populations a moving target. In this paper,we examine some enormously complex aspects of equity and inclusion work that can often beperceived as simplicities, particularly among our collective scholarship and practicecommunities. Those with normative and privileged identities may in fact not see or understandthe range of experiences inside these hidden and transitioning identity categories and thecomplex challenges associated with investigating, intervening in, and embracing thesecommunities. There are yet more complexities under that surface. When writing about marginalizedstudent “populations” we tend to see them through a lens that others them as research subjects,and in turn, often fail to recognize the researcher and practitioner (i.e

Conference Session

Instructional Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Naveen Seth, New Community College at CUNY; Donald P. O'Keefe, Farmingdale State College

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering, Systems Engineering

a real-world frameworkfor classroom concepts and building students’ research and writing skills, such practicesreinforce business related professional skills such as communication (as recommended by theIACBE4, 2011).A few semesters back, one of the authors used these ideas in one section as a projectmanagement assignment and gave more artificially constructed, abstract assignments to studentsin another section. The degree of student engagement and quality of assignments were markedlyhigher in the section where students were able to tie what they were learning in class to what washappening in the world outside. In other respects, the class requirements were identical—otherassignments, exams etc.—and students fared equally well on those

Conference Session

Women in Engineering Division (WIED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

and research aresupported by award funding from various organizations. They often are directed to womenwithout considering WOC's unique challenges. For example, ADVANCE is a fund that invests infaculty success by exploring and establishing institution-based support programs and strategiesto enhance the climate and institutional context encountered by faculty women in engineering[10]. These initiatives may warrant a different structure at different institutions, such as minority-serving institutions (MSIs), in keeping with institutional missions and demographics. Specific toMSI, Allen et al. [11] proffered that institutional transformation must assist women faculty inSTEM by providing support to develop writing and research skills, networking

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

collaborative notes [44], [46] Throughout the finalstages of analysis, the team reviewed collective comments to categorize codes and consideroverarching themes [44], [46]. These themes resulted in the findings described below.Triangulation and rigor were ensured through the use of varied data sources that capturedwritten, spoken, and performed moments in the process of professional development through thetwo courses [44]. Rigor was further established through prolonged engagement with theparticipants which allowed for continuous conversations, member checking, and peer debriefingalong the process of analysis and writing [45]. This participatory research approach amplified theparticipating teachers’ voices and created the space for an iterative process

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington

Tagged Divisions

New Engineering Educators

notetaking as “a personalized, engaging method to spicing up your mundanenotes”, which correlated to her interview note of everyone having a unique “notetaking style.” Indescribing her artifact, Emily also noted the influence of her peers on her learning during theseminar. This artifact highlights Emily’s change of sentiment towards visual notetaking, fromconsidering her notes messy and never going back to review her notes prior to the seminar todescribing visual notetaking as “creative, rewarding, efficient.”Yifan was a second-year pre-science major student. Prior to the seminar, Yifan considered herselfa visual person, who learned information through writing instead of reading. She was interestedin the research process of visual design and saw the

Conference Session

Capstone Design

Collection

2004 Annual Conference

Authors

Steven Beyerlein; Denny Davis; Yi Min Huang; Larry McKenzie; Michael Trevisan

designassessment, development, and use. Phase 2 reports the findings from interviews and surveys of 98faculty members identified from Phase 1. Faculty members were asked a variety of questions aboutclassroom assessment practices in capstone design courses. Findings suggest uncertainty on the partof many faculty members concerning sound assessment practices, including writing objectives, usingappropriate assessment strategies, sampling material appropriately, and controlling for mis-measurement of student achievement. Based on the findings a variety of recommendations arereported in this paper.IntroductionThe quality of teaching and learning in programs preparing undergraduate students for engineeringpractice is a focal point of national interest1. Reasons

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

thedesired learning outcomes for these internships? Is there a way to assess those outcomes withoutadding a huge burden onto faculty and students?Internships are a type of “experiential learning,” similar in some ways to service learning.Internships were identified as a high impact educational practice in a recent Association ofAmerican Colleges and Universities publication1. There are six student behaviors required byhigh impact practices thought to significantly improve student learning: 1. Invest significant time and effort 2. Demand interaction with faculty and peers about substantive matters 3. Result in an experience of diversity through extensive contact with people very different from themselves 4. Receive and respond to

Collection

2005 GSW

Authors

Kenneth Van Treuren

data1.” How does one achieve such a desirable end? Traditionally,lecture format courses have been taught but these may not be the best way to achieve thedesired result.2,3 Most universities have blended lectures with a more hands onapproach.4-6 At Baylor University, mechanical engineering majors have two significantlaboratory courses. The first is a materials laboratory in the spring of their senior yearthat covers the basics of materials testing; hardness, stress and strain. The course is athree credit hour course with two hours of lecture and three house of lab. Students areexposed to collecting data and writing lab reports, but at this level, they do not do error Proceedings of the 2004 ASEE Gulf-Southwest Annual Conference

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

were loaded into Dedoose qualitative software; we applied open coding,selective coding, and theoretical coding [20], [21] to analyze the data. Throughout this process,memo-writing was used to identify emergent themes and explicate findings [22], [23]. Thecoding scheme includes the following parent codes: unified voice, group agency, organizational 3character, emotional investment, interpersonal rapport, and role of the RED consortium. For thepurpose of this paper, we focus primarily on unified voice and group agency, taking intoconsideration where and when codes within these two categories intersect with codes within theother categories as well as

Conference Session

Design in the BME Curriculum and ABET Assessment

Collection

2006 Annual Conference & Exposition

Authors

Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Biomedical

modify existing course assignments, projects, etc. as the basisfor our review whenever possible.We next identified courses which most clearly required students to demonstrate achievement ofour Program Outcomes. Faculty teaching these courses volunteered to save paper or electroniccopies of all the student work submitted (i.e., work from all students in the class) for something(an assignment, a test question, a project, a report) that the instructor believed – if completedcorrectly – would demonstrate achievement of a designated, relevant Program Outcome.Prior to beginning to write our criteria and rubrics, we decided to keep the rubrics as simple aspossible. At this initial stage we were primarily interested in whether a given sample of student

Conference Session

Entrepreneurship and Innovation in First-Year Programs

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A. House, Rose-Hulman Institute of Technology; Jay Patrick McCormack, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Bill Riley, Saint Mary-of-the-Woods College

Tagged Divisions

Entrepreneurship & Engineering Innovation

, Indiana, where he directs the Professional Writing major. c American Society for Engineering Education, 2017 Entrepreneurial Thinking in a First-Year Engineering Design StudioIn summer 2016, the authors and several other collaborators developed and taught a courseaiming to advance the pedagogy informing a proposed new degree program in EngineeringDesign, in which design, writing, and engineering topics are integrated into a multidisciplinarydesign studio setting. Most closely associated with the disciplines of industrial design andarchitecture, design studios immerse students in an authentic problem-solving environment: "In studio, designers express and explore

Conference Session

Research to Practice: STRAND 2- Engineering Across the Curriculum: Integration with the Arts, Social Studies, Science, and the Common Core

Collection

2015 ASEE Annual Conference & Exposition

Authors

Glenn W Ellis, Smith College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia K Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

thinking to structure theirengagement with ideas and knowledge.4,7,8 The intent is to engage learners’ imaginations in theirpursuit of understanding and thus engender the kind of caring about learning necessary fordeveloping deep understanding. In the IE approach, instruction is designed to support adevelopmental sequence of five different stages of understanding that enable learners to makesense of the world in different ways. Learners progress to new stages by mastering the cognitivetools associated with each stage of understanding. (Cognitive tools are mental devices developedby our ancestors to help make sense of the world and to operate more effectively in it.)The most important cognitive tool is narrative. Egan writes, “Narrative

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

Paper ID #11150Ethics and Text RecyclingDr. Marilyn A. Dyrud, Oregon Institute of Technology Marilyn Dyrud is a full professor in the Communication Department at Oregon Institute of Technology and regularly teaches classes in business and technical writing, public speaking, rhetoric, and ethics; she is part of the faculty team for the Civil Engineering Department’s integrated senior project. She is active in ASEE as a regular presenter, moderator, and paper reviewer; she has also served as her campus’ representative for 17 years, as chair of the Pacific Northwest Section, and as section newsletter editor. She was