Conference Session

How Are We Preparing Our Students for the 21st Century Workforce?

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph Lee Gutenson, Western Kentucky University; Jana Fattic, Western Kentucky University; Andrew N.S. Ernest, Western Kentucky University

Tagged Divisions

Cooperative & Experiential Education

sufficient experiential training. By exposing students to the occupation anddemonstrating their effectiveness as employees in the field, the pathway to a sustainable Page 25.354.3educational program is laid.The Need for Experiential LearningKnowledge is attained in two general forms: either reflective, theoretical acquisition akin toclassroom learning or via practical, experiential routes, such as what an apprenticeship willprovide. The natures of both forms of knowledge acquisition simultaneously overlap and differin specific ways. It is true that classroom learning must be experienced to actually acquire suchknowledge and in order to determine

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, East Carolina University; David L. Batie, East Carolina University; Ryan T. Goodman, East Carolina University

Tagged Divisions

Construction

goal ofthe University Writing Program is to provide instruction in the kinds of writing students canexpect to do academically and professionally and to provide support for that instruction. Manyargue for “the efficacy of writing as a valuable learning tool in content area courses.”5 TheProgram requires completion of 12 hours in writing intensive courses with at least one upperdivision course in a student’s major. The Department of Construction Management assigned asenior level course, Managing Construction Quality, to fill this requirement according to WACModel 4: Emphasizing a Combination of Writing Approaches. This model allows the instructorto combine academic, professional, and reflective (i.e., writing to learn) writing activities in

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig Johnson P.E., Central Washington University; Charles O. Pringle, Central Washington University; Nathan Davis EIT, Central Washington University

Tagged Divisions

Materials

toevaluate an engineering report submitted by students completing the design activity (AppendixA).Since our intention was directed at comparisons of design abilities, and not the absolutemeasurement these abilities, we chose not to engage in a search for other assessment instruments.A cursory search reveals many instruments such as the CEDA, PCT, PSVT-R mentioned in arecent JEE article4.A constraint on this approach was that the activity primarily used teams. We targeted seniors, sothey had formal instruction in design. We chose to implement the activity with teams because itreflected typical work scenarios and because it was logistically prudent. So even if a singleengineering report reflected two to more students, the report itself could be

Conference Session

Innovatiive Methods to Teach Engineering to URMs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jose F. Espiritu, University of Texas, El Paso; Heidi A. Taboada, University of Texas, El Paso; Connie Gomez, University of Texas, El Paso

Tagged Divisions

Minorities in Engineering

assumptions are notalways correct. This activity highlights the need to consider how an audience willinterpret their work given different levels of familiarity with the topic.In Minefield, students are placed in groups of two. One student is blindfolded, while theorder student is tasked with directing their partner through a minefield of objects. Theimmediate result from their interaction highlights how easily simple tasks can bemisinterpreted or not carried out correctly. It demonstrates that even simplecommunication can pose problems to a process.The students are further pushed to improve their communication skills via the use ofweekly reflections of the activities from the LREU group meeting times, various readingassignments, and self-reflection

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

Tagged Divisions

Chemical Engineering

 (Eisen;  Eisen;  Eisen).    Figure  1  summarizes  the  results  of  the  earlier  surveys  (note  1985  comments  on  emerging  technologies  and  does  not  provide  data  of  the  type  in  1980  and  1989).           Figure  1:  Historical  data  (%  of  responding  schools)  While  comparison  of  the  data  in  Figure  1  with  the  data  that  follow  suggests  that  electives  are  much  more  diverse  now  than  in  the  past,  but  it  may  also  reflect  the  greater  variety  of  questions  and  analysis  that  can  be  done  with  an  online  multiple  choice  survey

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

industrial engineer in the aeronautical industry. Ann is a licensed professional engineer. Page 24.1134.1 c American Society for Engineering Education, 2014 Students' selection of topics for a professional development courseIntroductionTo be successful in their careers, engineers need to be proficient in both technical andnontechnical skills. ABET's student outcomes reflect both of these categories. Five of theeleven a-k student outcomes1 can be considered predominantly technical: (a) an ability toapply knowledge of mathematics, science, and engineering; (b

Conference Session

Instrumentation Technical Session II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Akram Hossain, Purdue University, Calumet (Tech); Tanima Zaman, Ivy Tech Community College, Northwest

Tagged Divisions

Instrumentation

the figure below2: Page 23.1275.4 Figure 3: Single-Board Reconfigurable IO Components.The ultrasonic sensor integrated with the Robotic Starter Kit acquires data about obstacles bytransmitting a short pulse of ultrasonic energy (typically for 200µs with 40kHz)1. The sensorthen stops transmitting energy and waits for a reflected signal from the obstacle in front of it.Once the sensor receives the transmitted signal it provides an output pulse to the real-timeprocessor. Below the ultrasonic sensor with transmitted and reflected energy is shown: Figure 4: Ping ))) Ultrasonic Sensor.Based on the

Collection

2023 ASEE Midwest Section Conference

Authors

Sanjay Tewari

American companies expand their footprintbeyond borders. In many cases, it presents an opportunity to understand worldwideenvironmental issues from different perspectives. When journaling and reflection is added to thestudy aborad program, students perform best in a new and rigorous learning setting whenadjustment to new learning styles is included as stated learning objectives, when guidingquestions are used to help students navigate from core knowledge into reflection, when a scoringrubric is applied that provided flexible space for students to explore new concepts, and whenstudents are required to acknowledge understanding of the rubric prior to the start of the course[9]. © American Society for Engineering Education

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

, SaP can also support STEM students’ engagement in DEI efforts. For example, in2015, Bunnell et al. [26] developed a course titled “Being Human in STEM (HSTEM)” atAmherst College, which engages students in action research projects on topics related todiversity and inclusion in STEM. In personal reflections, HSTEM course alumni noted that theirparticipation in the course supported them in making sense of their own and other students’experiences of marginalization, combatting feelings of isolation, and feeling empowered aschange agents within the Amherst STEM community [26].3. FrameworksThe design of the JEDI was guided by notions of liberative pedagogy [27]-[28]. From a Freireanperspective, liberative education facilitates conscientização, or

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Ricardo Elias, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Paper ID #43067Board 240: Developing Critically Conscious Aerospace Engineers throughMacroethics Curricula: Year 1Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson (he/him) is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His lab’s design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Their current projects include studying and designing

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

Tagged Topics

NSF Grantees Poster Session

mathematics) knowledge and skills that educated graduates possess are vital to a significant21 part of the US workforce and contribute to the national economic competitiveness and22 innovation [1]. A study made by Livinstone and Bovil [2] found that American students23 are digital-centered, tend to learn visually and socially, and enjoy interaction and24 connectivity with others and expect to learn in the virtual context. AFL (Active Flipped25 Learning) is a customer-tailored design attempting to take students’ characteristics into26 account, reflecting the embodiment of active learning so that STEM students were27 immensely motivated to reflect, evaluate, create, and make connections between ideas28 [3][4]. The positive influence of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chika Winnifred Agha, Colorado State University; Amir Hedayati Mehdiabadi, University of New Mexico; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

Tagged Topics

NSF Grantees Poster Session

perspectives within theengineering profession. Participant demographics are summarized in Table 1. Thirteen (13)early-career engineers, comprising 9 males and 4 females, volunteered to participate in thisstudy. The participants were within the specified experience range of 0-10 years, with apredominant majority having between 0-5 years of professional experience. The interviewsconducted delved into their experiences, reflections, thoughts, and perceptions concerning ethics,equity, and inclusion in their professional practices as early-career engineers, providing valuableinsights into the challenges and opportunities in the engineering field. The data sources includedonline pre-interview surveys and interviews. These interviews were conducted in an

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jung Won Hur, Auburn University; Cassandra Thomas, Tuskegee University; Li Huang, Tuskegee University; Xiao Chang, Tuskegee University

Tagged Topics

Diversity, NSF Grantees Poster Session

reflected on their engagement in research oracademic activities during the semester, shared plans for the upcoming semester, and reported anysupport needed from the department. Additionally, surveys assessing various factors such asparticipants’ STEM identity, sense of belonging, and intention to complete CS were administeredto gather comprehensive insights into the program’s impact.ResultsThe results indicate that the scholars benefited from continuous support and a diverse range oflearning, teaching, and research opportunities. Activities provided enhanced scholars’ overallcollege experiences, contributing to their pursuit of studying CS. In this section, we demonstratedthe program’s impact using three key criteria: retention rate, survey

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Andrew Danowitz, California Polytechnic State University, San Luis Obispo; John Y Oliver, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

duringchange processes, these differences are often implicit and unexamined. Our project willmake these differences a visible component of critical reflection and generative dialogue,in service to both educational research and practice, and aligned with capacity building forcritical awareness and action.As our project is only in its first of five years and focuses on individual capacity building anddepartment culture transformation, we currently have limited qualitative and quantitativeresults to report. Therefore, this paper focuses primarily on our project’s motivation,proposed scope of work, and early research steps. This paper also discusses our model forchange, Critical Collaborative Educational Change, which is an iterative reinforcing

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Atheer Almasri, West Virginia University; Todd R. Hamrick, West Virginia University; Carter Hulcher, West Virginia University; Akua B. Oppong-Anane, West Virginia University; Xinyu Zhang, Purdue University ; Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs Division (FYP)

techniques and statistics trended downward over the years. Researchers believethis reflects the relative use of these skills by upperclassmen.Figure 5: Importance of Technical Skills by Self-Reported YearStudents were asked to evaluate the importance of various non-technical skills via the sameLikert scale. Figure 6 shows how students evaluated these non-technical skills. The highestscoring skill was time management, followed by teamwork. It is unsurprising that timemanagement and effective teams are valued by busy engineering students who often work inteams. It is of interest that these skills scored above all other technical skills, indicating thatstudents found them of greater importance, even more than mathematical problem solving.Figure 6

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ashley R Taylor, Virginia Polytechnic Institute and State University; Josh Iorio; Kelly Scarff, Virginia Polytechnic Institute and State University; Angelo Biviano, Virginia Polytechnic Institute and State University; Christine Burgoyne, Virginia Polytechnic Institute and State University; Caroline Finlay Branscome, Virginia Polytechnic Institute and State University; Kathleen Carper, Virginia Polytechnic Institute and State University; Sara L Arena, Virginia Polytechnic Institute and State University

Tagged Divisions

Faculty Development Division (FDD)

, Paretti et. al (2014) challenge the1engineering education community to fill a gap in the literature by “expand[ing] our understanding ofeffective context-specific and generalizable practices that foster deep learning of both professionalcommunication and engineering concepts simultaneously” (p. 623, emphasis added). To contributeto this goal, our work focuses on sharing effective strategies for embedding communication skillswithin specific engineering disciplines. By sharing our collective reflections, our goal is to supportengineering educators in drawing connections to their own research and practice.Purpose and Research QuestionsThe purpose of this paper is to explore strategies for integrating communication skills intoengineering curricula

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, Queen's University ; Paul Cameron Hungler P.Eng.

Tagged Divisions

Educational Research and Methods Division (ERM)

in a multimediaenvironment. Considerable cognitive processing is required for a meaningful learning experiencespecifically in a multimedia environment, which can exceed the limited capacity of workingmemory [25]. Thus, multimedia design principles have been proposed for combining texts,pictures, audio and animations, as well as other guidelines such as providing opportunities forfeedback, reflection and controlling the pace of the presented material [25], [26]. Theseguidelines can help design XR environments to prevent cognitive overload for students.Experiential learning considers learning by doing. According to Kolb [27], learning involves fourstages of concrete experience, reflective thinking, abstract conceptualization and

Conference Session

DSA Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duncan Davis, Northeastern University; Nicole Alexandra Batrouny, Northeastern Univeristy; Adetoun Yeaman, Northeastern University

Tagged Topics

Data Science & Analytics Constituent Committee (DSA), Diversity

Table 1 (the full codebook can be found in Appendix A). We also generated acount of each code based on the full data set, shown in Figure 2.Table 1: Codes for survey responses with short definitions. The definitions represent the stancetaken by the student in their response. The full codebook including further clarification on thedefinition and representative examples for each code can be found in Appendix A. Code Short Definition (tool) AI is a useful tool for students. (crutch) AI has the potential to replace learning. (tutor) AI can be used to learn a specific concept. (reflect) AI can help or hinder learning depending on who uses it and how. (speed) AI can

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

A. Anil Kumar, Prairie View A&M University

thinking and reasoning skills,appropriate linked representations, symbolic and formal characterizations, and insight pertainingto these situations. They begin to reflect on their work and can formulate and communicate theirinterpretations and reasoning.”1At Level 6, “students can conceptualize, generalize and utilize information based on theirinvestigations and modeling of complex problem situations, can use their knowledge in relativelynon-standard contexts. They can link different information sources and representations andflexibly translate among them. Students at this level are capable of advanced mathematicalthinking and reasoning. These students can apply this insight and understanding, along with amastery of symbolic and formal mathematical

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Jorge Paricio Garcia, University of Connecticut; Davis Chacon-Hurtado, University of Connecticut; Edward Paul Weingart; Shareen Hertel, University of Connecticut; Shoshana Armington; Kathryn Libal, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

and communicate across a variety of disciplines,which might include product design and development, installation, testing, operation, andmaintenance [2].All of these signs reflect a growing awareness of the need for an educational model that willrespond to rapidly evolving challenges. The National Academy of Sciences has raised theconcern that the current educational model should better align existing engineering models withsuch emerging challenges, broadening the context through an increased number of thematic callsand engaging with a wider range of users. In addition, academic literature on Science,Technology, and Society has called for a move towards a heightened awareness of the contextand factors that influence engineering decision

Conference Session

Manufacturing Division (MFG) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eunseob Kim, Purdue University; Lucas Wiese, Purdue University at West Lafayette (COE); Hector Will, Oakland City University; Alejandra J. Magana, Purdue University at West Lafayette (COE); Martin Jun, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

, reflectiveobservation, abstract conceptualization, and active experimentation, created by contextualdemands. Thus, ELT's implications for the course's design consisted of guiding learners throughrecursive processes of experiencing, reflecting, thinking, and acting to respond to the learningsituation. That is, "immediate or concrete experiences are the basis for observations andreflections. These reflections are assimilated and distilled into abstract concepts from which newimplications for action can be drawn. These implications can be actively tested and serve asguides in creating new experiences" [5]. Specifics of how ELT guided the course implementationare described in the section below.3. The CourseThe course titled Industrial IoT Implementation for Smart

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Stephanie Claussen, San Francisco State University; Ana Karen Biviano

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

contributing to the team’s work, keeping the team on track, expecting quality,having relevant knowledge and skills, and interacting with teammates. The survey questionsrooted in conflict research (Gonzalez & Hernández, 2014, and Harrison & Klein, 2007) wereused to probe three types of conflicts: task, process, and relationship. We used the termsdisagreement and conflict interchangeably in this paper.The survey also collected demographic data. The sample demographics reflected the gender andracial distribution of the engineering student population at our institution, of which 13% werefemale, one third identified as Hispanic, one third as Asian, 16% as White, 6% as AfricanAmerican, and the rest as either mixed race, Native American, Native

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 1:30 - 3:00

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayoung Kim, Virginia Polytechnic Institute and State University; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Engineering Ethics Division (ETHICS)

been no exception in engineering ethicseducation. To evaluate the effectiveness of engineering ethics interventions, engineeringeducators have utilized various assessment strategies. Based on their review of the literature,Hess and Fore [2] identified that engineering educators have utilized both quantitative andqualitative strategies to evaluate the effectiveness of their educational interventions: Somecommon quantitative assessment strategies included collecting student perceptions of theeffectiveness of the educational interventions through course evaluation surveys. Some commonqualitative assessment strategies included collecting students’ course evaluations which havetheir reflections on learning gains.However, although there have been

Conference Session

Engineering Ethics Division (ETHICS) Technical Session_Tuesday June 27, 9:15 - 10:45

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University at Raleigh; Cynthia Bauerle; Lisette Esmeralda Torres-Gerald; Carrie Hall

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

thinking processes YES or NO Does the course include attention to principles of universal design of learning, including access and accommodation? Ex. Consider use of visuals designed to include colorblind students or laboratories that accommodate students with visual or physical impairments YES or NO Does the course include attention to highlighting the contributions of diverse exemplars of engineers? Ex. Tell the full story of the origins of engineered designs, like including the role of Lewis Latimer in the development of the light bulbWizard Outcome 4 - Character4a: Learning activities: YES or NO Does the course include opportunities for students to reflect on

Conference Session

STEM Education at the Two-Year College

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara E. Rodriguez, University of Texas, El Paso; Benjamin C. Flores, University of Texas, El Paso; Chandra Anne Turpen, University of Maryland, College Park; Agniprava Banerjee, University of Texas, El Paso; Jana Foxe, University of Washington; James P. Grover; Gigi N. Delk

Tagged Topics

Diversity

Tagged Divisions

Two-Year College Division (TYCD)

careers atcommunity colleges. These workshops respond to the need for professional development ofgraduate students pertaining to potential faculty career paths. The workshops also provideparticipating students with a career reflection from a community college faculty and a paneldiscussion regarding aspects of faculty responsibilities, student populations, and the overallenvironment at community colleges.At the end of the workshop, prospective students are asked to sign up for a follow-up experience.A select number of students who participated in the workshop are paired with faculty mentors forclassroom observation visits. The mentors provide support by scheduling meetings before andafter the observations along with adequate resources and

Conference Session

Computing and Information Technology Division (CIT) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cheryl Lynn Resch, University of Florida

Tagged Divisions

Computing and Information Technology Division (CIT)

insight into the effectiveness of theassignment and which parts are most difficult for students to understand. Students alsoresponded to the reflection prompt “What was the most surprising or interesting part of thisactivity.” The responses were analyzed for common themes, which were the usefulness ofvisualizing memory in understanding the concepts of stack frames and buffer overflow, theprevalence of buffer overflow vulnerabilities in publicly available code, and how easy it is toexploit a buffer overflow vulnerability. Thus, this assignment shows promise in helping studentsto understand a difficult concept, and in emphasizing the importance of avoiding buffer overflowvulnerabilities.IntroductionSoftware vulnerabilities in commercial products

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

peiyun xu, Zhejiang University; Wei Zhang, Zhejiang University, China; Weijia Zhang, Zhejiang University, China

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

viewpoint that identityusually arises in the learning process within the interdisciplinary teaching system andperforms the bridging function in boundary crossing. In this study, we consider theinterdisciplinary teaching system as a tool for developing interdisciplinary identity. Morethan simply the sum of knowledge reflected through a curriculum design or class syllabi, theinterdisciplinary teaching system represents a comprehensive curriculum of study or trainingthat structures students’awareness of learning. By providing multiple interpretiveperspectives across disciplines and creating an experiential teaching environment for real andcomplex issues, situational interests in interdisciplinary learning can be stimulated andpromote the formation of

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarira Motaref, P.E., University of Connecticut; Mousumi Roy, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Inclusive Teaching: An Exploratory Approach to Evaluate Faculty PerceptionsAbstract:This study describes an exploratory approach to evaluate faculty perception of the peerobservation practice aimed to enhance inclusive teaching.The quality of teaching is a part of the evaluation criteria for Promotion, Tenure andReappointment (PTR) process for university faculty. The student-based evaluation of teaching isknown to have several limitations and hence cannot be the sole basis for instructor evaluation.Peer observation, self-reflection, and assessment of teaching portfolios can be employed asholistic evaluation practices. The Civil and Environmental Engineering (CEE) department at theUniversity of Connecticut (UConn) adopted a calibrated

Conference Session

Sociotechnical Thinking: Who, Why, and How?

Collection

2023 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

experiences and ideas [24]), and other areas in which learning occur over time[25]. While there is a wide range of developmental models, I will highlight one here that offers auseful framework for charting changes in thinking and reasoning over time: Baxter Magolda’sEpistemological Reflection Model (ERM) [26].Baxter Magolda’s ERM describes cognitive development in terms of the ways individuals makesense of, evaluate, interact with, and understand knowledge. This model is derived from Perry’sintellectual development framework [27] and addresses salient dimensions of college learningenvironments. The categories, called “ways of knowing”, range from Absolute to Contextual.Absolute Knowing corresponds to an overarching belief system where knowledge is

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Renjeng Su, Portland State University

Personal TestimoniesThat imagery plays a dominant role in conceptual thinking is widelyconfirmed by scientists and engineers through their self reflections. AlbertEinstein described his own thought process10 in the following statement: 5 “Words or language, as they are written or spoken, do not seem to playany role in my mechanism of thought. The psychical entities which seem toserve as elements in thought are certain signs and more or less clear imageswhich can be voluntarily reproduced and combined . . . this combinatoryplay seems to be the essential feature in productive thought—before there isany connection with logical construction in words and other kinds of signswhich can be communicated to others