Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Paymon Sanati-Mehrizy, Icahn School of Medicine at Mount Sinai; Ali Sanati-Mehrizy

Tagged Divisions

Computing & Information Technology

-oriented society, some researchers 4,5,6, haveargued that the development of autonomous learners is fundamental. Coto describes autonomyas: … the ability to take charge of one’s own learning. It means to have the responsibility for setting learning goals; identifying and developing learning strategies; developing study plans; reflecting on learning; identifying and selecting relevant resources and support; and assessing one’s own progress7.In a research study conducted at the National University of Costa Rica with the goal ofproducing a curriculum shift from a teacher-centered approach toward a student-centeredapproach, it was concluded that this shift is not going to be an easy one. They pointed out theimportance of

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul D. Mathis, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation. Faculty could have students practice Socraticquestioning during team projects and presentations. Teachers could also take two minutes in thebeginning of each class and have the students observe a picture and list all ideas, opportunities,and observations they make. Educators could have their students practice reflecting on theirquestions from the discussions in class and post follow up questions on a blog page.Acknowledgments Page 24.354.8 This material is based upon work supported by the National Science Foundation Engineering Education Program under Grant No. 1150874. Any opinions, findings and conclusions or

Conference Session

Miscellaneous Topics in Energy Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Faruk Yildiz, Sam Houston State University; Keith L. Coogler, Sam Houston State University

Tagged Divisions

Energy Conversion and Conservation

solar path finder are shown in Figure 3. Page 24.364.6Figure 3. Solar path calculator systemThe Solar Pathfinder™ is located at the proposed array site, leveled, and oriented to true southwith the built-in compass and bubble level. (The compass reading may require adjustment formagnetic declination.) Looking straight down from above, the user observes reflections from thesky superimposed on the sun path diagram and traces the outlines of any obstructions onto thediagram. Students draw shading areas in different locations and identify obstructions around thesolar modules. Students are required to submit a detailed report with suggestions for the

Conference Session

Innovative Graphics Instruction

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diarmaid Lane, University of Limerick; Theodore J. Branoff, North Carolina State University; Raymond Lynch, University of Limerick

Tagged Divisions

Engineering Design Graphics

technology subjects that were comparable to the classicalacademic subjects challenged the nature of technical education in Ireland [15]. As a resulttechnology subjects were redeveloped to reflect more academic constructs. This is evident inthe introduction of senior cycle Technical Drawing as a state examinable subject in 1969.This syllabus attempted to make the subject more academic and as a result concepts andtopics were deliberately addressed in more abstract terms in an effort to distance itself fromthe applied, vocational nature of its origins [16]. However, recent years have seen a shift infocus for technology education, and in particular graphical education, within the Irish highschool level system. Design and Communication Graphics (DCG) was

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Spencer S. Kim, Rochester Institute of Technology (RIT); Sunday O. Faseyitan, Butler County Community College

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

(i.e., average) to thequestions were 8%, 11%, and 9%, respectively, in the accumulative responses of the surveys.However, strong disagreement responses (i.e., poor) were negligible in most questions, anddisagreement responses (i.e., below average) were ranged between 0% and 5%, respectively.Active learning is generally defined as any instructional method that engages students in thelearning process.11-12 These survey-results reflected the effectiveness of learning modules invarious lab activities.15-17Some negative responses were to be considered in Questionnaire 2 which measured a level of thecomprehension of the learning modules for the POGIL lab activities. Such negative responsesshowed that students, who had limited experiences in POGIL

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, University Corporation for the Development of Internet-Mexico

Tagged Divisions

Minorities in Engineering

trends in Science and Engineering do not reflect this segment of the population.Latinos constitute 3% of employed doctoral scientists, and 2.8% doctoral engineers. TheAmerican Dilemma is “this nation’s failure to educate and develop a growing proportion of itspotential talent base –African Americans, Latinos, and American Indians- as its need for peoplewith skills in science and engineering is escalating.” Engineering education literature is very scant of studies addressing, in depth, themisrepresentation of Hispanics in engineering. This study reviews existing literature in this andother related areas (e.g., diversity in higher education, STEM studies) and sheds light into thecauses that hinder the growth of Hispanics in the engineering

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; David Claudio, Montana State University; Durward K. Sobek II, Montana State University; Laura Stanley, Montana State University - Bozeman; Nicholas Ward, Montana State University

Tagged Divisions

Industrial Engineering

. Page 24.808.4 2. Any course that is taken to satisfy required courses or university core requirements for the Bachelor of Science degree in IE cannot be used to meet the cognate requirement. This requirement simply ensures students do not attempt to double count credits and then fail to meet the overall degree credit requirements. 3. At least six (6) credits of the cognate must be at the 300-level or above. This requirement ensures that students move beyond superficial topics and obtain some depth in their chosen area of interest. 4. The credits must represent a coherent area of study relevant to some aspect of IE as a discipline or practice. This reflects the very definition of cognate and helps ensure that

Conference Session

Architectural Design Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shahnaz J. Aly, Western Kentucky University; Heli Shah, Western Kentucky University

Tagged Divisions

Architectural

for assigning materials.This discussion would not be complete without defining criteria that would determine thesuccess of a rendering. A successful rendering should be able (1) to convey the design intent, (2)highlight important architectural elements, (3) reflect realism in material color and texture, and(4) portray light and shadows adequately. Design intent is a concept that is best defined by thedesign team; we hence use criteria 2, 3 and 4 to analyze the rendered images. Renderings in V-Ray (figure 4) and Twilight (figure 5) show a view of the building highlighting the trusses whichform one of the key architectural elements of the structure. Renderings in kerkythea (figure 7)and 3DS Max (figure 8) show an entire façade view which gives

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary B. Vollaro, Western New England University; Michael Brennan

Tagged Divisions

Materials

both the student (and instructor) would have liked to have more time to complete theproject, that is, get that ‘second try or test’ in to answer questions or concerns learned in the firstround of ‘evaluation and testing’. However, with a 15-week project and graduation imminent,choices were made to get the ‘best’ results with the scope of this design project and 3-creditcapstone course. So reflecting on the three parts of this project, i.e., the materials selection,fabrication and testing, the student experience incorporated previous engineering knowledgefrom courses, practical hands-on experience, and moved into the realm of independent life-longlearning needed throughout an engineering career. The advisor also hopes this example can beused to

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Matthew E Verbyla, University of South Florida; Colleen Claire Naughton; Allan Feldman, University of South Florida; Vanessa Vernaza-Hernandez , University of South Florida ; Marilyn E Brandt, University of the Virgin Islands; Maya A Trotz, University of South Florida; E. Christian Wells, University of South Florida; James R. Mihelcic, University of South Florida

Tagged Topics

Student Development

additional content analysis of thetweets, both within and outside of the conversational strands. Post-course surveys will also beadministered to each student enrolled in the course.ACKNOWLEDGEMENTSThis material is based upon work supported by the National Science Foundation under Grant No.Grant No. 1243510, PIRE: Context Sensitive Implementation of Synergistic Water-EnergySystems. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Page 20.40.9BIBLIOGRAPHY1. Trotz, M.A., Muga, H.E., Philips, L.D., Yeh, D., Stuart, A

Conference Session

Renewable Energy in Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Omonowo David Momoh, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Energy Conversion and Conservation

of electric power system in the U.S.The evolution of the electric power regulations reflecting various energy policy acts up until theEnergy Policy Act of 1992 that opened the way for the emergence of competitive marketsotherwise known as electric power industry deregulation are discussed. The gradual transformationof the electric power grid network from the vertically integrated to horizontally integratedinfrastructures is covered. Modeling of renewable energy resources as distribution generations(DGs) and how deregulation has facilitated the integration of renewable energy sources to thetraditional grid network via DGs are presented in this module. Also covered are the challengesfacing deregulation and how they can be mitigated.3. Course

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

David Sirkin, Stanford University; Wendy G. Ju, Stanford University

Tagged Divisions

Design in Engineering Education

something is. Some students build alarm clocks, others build games, such ascomparing how quickly competitors can repeatedly tap a force-sensing resistor.The next two labs introduce alternative ways to store, retrieve and present data, along with volt-age-varying and count-based sensors. Presenting data that reflects current state is central to mostaudio players’ interface: to display which track is currently playing, or up next, or power andvolume status. But for the third lab, the task is to create a digital Etch-A-Sketch, using a graphi-cal LCD instead of the original device’s aluminum powder panel, and having the ability to saveand retrieve sketches. Students frequently draw inspiration from elements of the Etch-A-Sketch’sinterface, including

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mafruhatul Jannat, Oregon State University; David S. Hurwitz, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

beliefs about active learning, their current application of active learning exercises in their courses, and connectivity with other workshop participants.Assessment of workshop effectivenessThe impact of the workshop on participants was assessed with reflective open-ended surveyquestions. For that purpose, three surveys were developed and administered in sequence tocollect information on participants’ belief of active learning and conceptual assessmentexercises, the extent they are connected to curriculum development network, and the influence ofthe workshop on participants’ classroom practice. To accumulate data on each category, surveyswere administered at the beginning of the conference on the first day, at the end of theconference

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Design in Engineering Education

. Page 24.1126.7The second and third themes were the challenges students faced when attempting to collect,synthesize, and apply design ethnography data during front-end design phases. Studentsstruggled to use ethnographic data because they were not sure what they were looking for.Furthermore, the immersive experience naturally led to the collection of large amounts ofinformation from a variety of sources which required students to actively perform extensivesynthesis. Engineering students may be particularly ill-prepared for the concept of qualitativedata collection and analysis; therefore, design ethnography pedagogy must reflect these keyareas.The fourth theme was the challenge students faced in conducting design ethnography duringfront-end

Conference Session

Beyond Students: Issues of Underrepresentation among Parents and Professionals

Collection

2014 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Purdue University, West Lafayette; Paul Carrick Brunson, Paul Carrick Brunson Agency ; Nikitha Sambamurthy, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

% Google+ 30% LinkedIn 20% 10% 0% Teaching Research Service Do Not UseFigure 9- Social Use by URM faculty for Teaching, Research, and Service Page 24.1277.10 Overall, results of the study suggest that underrepresented faculty members arenot actively utilizing social media in a professional context. When social media is utilized,various platforms are employed at different rates for teaching, research, and service.These differences may reflect the nature of the platform, the target audience, and thecapabilities of the platform.Potential Barriers to Social

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Thorsen, University of Alaska, Fairbanks; Lori Sowa P.E., University of Alaska, Southeast

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

application of test/simulation/manufacturing tools to design projects; (ii)communications skills via writing lab reports and oral project presentations, including thepresentation of data and design choices; and (iii) team skills via a modified BESTEAMS [Schmidt,et. al 1999] curriculum; all are skills used in subsequent courses.In 2006, we obtained the Circuit Concept Inventory from Helgeland and Rancor [personalcommunication, 2006]. This test was modified to reflect the content of the course and administeredto 15 students as a pre/post-test in 2007. The blue marker in Figure 1 indicates the average gainachieved by those students. Figure 1 was created in the manner of Hake [1998] who comparedlearning gains obtained in introductory physics courses that

Conference Session

Miscellaneous Topics in Energy Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jaime Ramos-Salas P.E., University of Texas, Pan American; Jesus Alejandro Valladares, The University of Texas Pan American

Tagged Divisions

Energy Conversion and Conservation

Page 24.1297.9Reference [12]. The scatter plot shown in Fig. 7 reflects the condition of the local atmosphereduring selected months of 2013. The main characteristic of the graph is the dispersion of data 8 v7into three zones, arbitrary labeled “clear”, “overcast” and cloud/sunny” January is the most extremist of the months as it has clear and overcast skies The days in April are quite variable, and therefore unpredictable. July’s days are mostly clear as well as cloudy/sunny October’s days are quite similar to July’s

Conference Session

Summer and Cohort Programs for Minorities: Student Success

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynette Smith-Jackson, NC A&T State University; Brianna Shani Benedict, Industrial & Systems Engineering; Garner Ted Stewart II, Department of Industrial & Systems Engineering; Elaine Smith Vinson, North Carolina A&T State University

Tagged Divisions

Minorities in Engineering

initiative is to engage the students in peer-centered support structuressuch as ambassador programs. Ambassador programs help students develop professional skills,especially in the areas of communication and interpersonal relations2. Ambassador programs alsofacilitate student engagement. Student engagement is now highly relevant to most universities,given the new Carnegie Classification emphasis on the constructs reflecting student engagementin higher education3. However, activities to engage students are often discussed by non-students.Likewise, the roles and effectiveness of ambassadors are often discussed and evaluated from anexternal perspective, namely that of faculty and administrators. More explorations are needed tocapture a student-centered

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Liu, The University of Texas at San Antonio; Yilmaz Hatipkarasulu, University of Texas at San Antonio

Tagged Divisions

Construction

importance of this trend is reflected in higher education withthe introduction of sustainable practices into construction curricula. There are several differentmethods of delivering sustainability content including stand-alone lecture courses, structureddiscussions in various construction courses, and a broader coverage of concepts across thecurriculum. However, these methods are usually limited to a face-to-face lecture format becauseof the type and depth of the content. Case studies may be presented to demonstrate theapplication of the concepts, but the focus quickly shifts to a lecture format especially whencodes, standards, and rating systems are to be covered. Attracting and maintaining studentinterest becomes a challenge under these

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

as alignment ofcontent with engineering concepts articulated in science standards, inclusion of well crafted,open-ended design challenges, and designed to enhance student engagement with scienceconcepts. The Teacher Practices themes include sub-components focused on items such asquality of group-based activities, encouragement of students to engage in thoughtful pre-planning, the generation of multiple solutions, and active reflection on engineering designpractices. As was the case with identifying the major categories, the leadership team engaged innumerous conversations and the sub-categories have gone through multiple iterations.Next, we developed descriptions of what implementation would look like across a spectrum ofimplementation

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

canuse feedback to evaluate the current conceptions of their students, address errors, reinforcestrengths, reduce the learners’ cognitive loads, encourage reflection and stimulate considerationof alternative solution paths.3,8,12,13 In other words, feedback allows for comparison between adesired educational outcome and actual student performance.9 The instructor can use feedback tofacilitate learning and performance through interaction, information sharing, guidance,encouragement, and reinforcement.12,14Providing feedback for students has been found to be significantly and positively related to gainsin engineering design skills and professional skills, such as communication, teamwork andcritical thinking.4,15,16 Feedback is powerful because it

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

these higher-level executive functions such as planning, monitoring,evaluating, and revising guide problem solving processes and are vital in monitoring progresstowards goals.31 Students using limited metacognitive processes typically are unable to identifyand correct errors in problem solving attempts. Metacognitive tasks have been shown to becorrelated to successful problem solving attempts.28 There are two distinct components ofmetacognition: knowledge about cognition and regulation of cognition. Knowledge of cognitionrefers to the reflective aspect of metacognition and includes three components: declarativeknowledge (knowledge about self and about strategies), procedural knowledge (knowledge abouthow to use strategies), and conditional

Conference Session

Cooperative & Experiential Education Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rui Pan, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Cooperative & Experiential Education

with workplace competencies is experientialeducation10. They stated that “experiential education can be broadly defined as aphilosophy and methodology in which educators purposefully engage with learners indirect experience and focused reflection in order to increase knowledge, develop skills,and clarify values” 10 (p. 2). Brumm et al. further narrowed down this definition, arguingthat “it is work experience in an engineering setting, outside of the academic classroom,and before graduation” 10 (p. 2) and suggested that “Engineering experiential education Page 24.505.5programs, such as cooperative education and internships, present the best place to

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette; Stephen R. Hoffmann, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Ranjani Lakshman Rao, Brian Lamb School of Communication, Purdue University; Abigail R. Jahiel, Illinois Wesleyan University; Thomas P. Seager, Arizona State University; Linda Vanasupa, California Polytechnic State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

other ISSST sessions, reflecting back to participants whatwe heard and saw but through the lens we were developing on sustainability. To prepare for thesession, the research team spread across three concurrent sessions of ISSST, and took notesbased on the following items: 1. What do people consider “sustainability”? 2. What are things our students should understand, know, be able to do? 3. Do we see evidence of our initial gateway concepts: Time; Scale; Feedback; Energy; Modeling 4. What mentions of contexts are made: values; social; political; technical 5. To what degree are conversations focused on US or globally? 6. Any mentions of corporate, industrial, governmental, educational contexts? 7. What did we miss in

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

the 2007-2008 academic year, the CTL started a faculty learning community (FLC) program(Cox, 2001).13 The program has involved interdisciplinary communities of 8-10 faculty in ayear‐long process of inquiry to promote faculty development and enhance student learning. Theprogram is designed to stimulate dialogue, reflection, and innovation in teaching, to foster asense of community, and to promote scholarly teaching practice. In the early years of thisprogram, a number of STEM faculty were involved in interdisciplinary dialogue aroundundergraduate research, first year student-success, and active learning in large enrollmentcourses. More recently, with support from the Idaho STEP project, we have supported twoSTEM-specific FLCs. In 2010-2011, an

Conference Session

Student-Centered Information Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer (Cong Yan) Zhao, McGill University; Tara Mawhinney, McGill University

Tagged Divisions

Engineering Libraries

considering students’ information related needs (e.g.what kinds of issues students face when conducting research) and do not address informationneeds within the specific context of students’ own research and learning experiences. Eckel’sopinion piece9 entitled “A Reflection on plagiarism, patchwriting, and the engineering master’sthesis” briefly discusses difficulties that international students in engineering have when writingtheir theses and suggests that librarians and graduate programs have a role to play in educatingthese students on how to synthesize information from other sources and cite their sourcescorrectly.Information literacy needs in a research context Among research studies that examine Chinese students in other disciplines

Conference Session

Design, Creativity and Critical Thinking in the Chemical Engineering Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Troy J. Vogel, University of Illinois, Urbana-Champaign

Tagged Divisions

Chemical Engineering

individuals to teams or assess an individual’s fitness for a particular careerpath.5,6,7,8,9,10 These studies often produce conflicting results surrounding the benefits of teamdiversity or homogeneity of personality type,5,8 which limits the possible impact of the researchon engineering pedagogy. While some MBTI types may be statistically more likely to be theleader of a team or pursue a particular career, any type can excel in any position or field giventhe proper self reflection and knowledge of MBTI type. The value of this team training aspect ofMBTI is often overlooked or mentioned as an afterthought.5,10 Further, because of this aspect ofMBTI type, some studies discard the MBTI instrument in favor of other, more prescriptiveinstruments.6,7Rather

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

, especially concerning class sizes, access toresources, and community. The most salient are differences in class size as smaller universitiestend to have smaller class sizes as seen in our two study populations. Several studies haveexplored differences in class size and have noted that while grades do not explicitly reflect Page 24.1025.5knowledge gains, there is a negative relationship between grades and class size 40. In K-12  environments it has been shown that smaller classes offer faculty the opportunity to giveattention to individual students leading to increased individualized learning and the greaterfrequency of support for active

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Program.Prof. Farrokh Mistree, University of Oklahoma Page 24.1198.1 c American Society for Engineering Education, 2014 THE DEVELOPMENT OF COMPETENCIES IN A DESIGN COURSE FROM A STUDENT PERSPECTIVEAbstract A structured approach using surveys was implemented within the boundaries of anundergraduate design course to track progressively the changing student self-perceptions ofcompetence during a semester long design activity. Using self-evaluation, the students wereasked to reflect and articulate upon their own competency levels while being led through an illstructured system design

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

- surveyresponses on many of the survey questions contradicted those impressions.The E3 team investigated the use of another survey design to more accurately reflect the changesin the teachers’ self-reported understanding of engineering. Since all experimental designs haveadvantages and disadvantages, program administrators need to review the relevant options anddetermine which survey approach is the best fit for their program. Shadish et al.34 outline severalquasi-experiment designs to consider when a control group is lacking (which was the case for theE3 program evaluation).Pre-post survey designThe one-group pretest-post-test design can be appropriate when attempting to change acharacteristic that is resistant to change35. The pre-post design is a