Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

developing students‘ autonomy), SocialReconstructionism (in which teaching encourages students to become critical and activethinkers), and Enterprise (in which teaching involves equipping students with skills required tothrive in their respective fields. Within each of these contexts, engagement is not only definedslightly differently each time, but the way the faculty are presupposed to lead the studentstowards engagement is different as well. In another interesting study, Rotter20 found thatcommon perceptions of average students in different majors vary greatly in terms of perceivedvalues and personality characteristics. This reflects not only the general tendencies of studentswho gravitate towards each major, but also shows how the faculty in

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

underrepresented minorities  Future growth opportunities with other colleges across campusIn a subsequent meeting, post benchmarking review committee’s recommendations, ProSTARwas asked to respond to the findings of the committee. Below reflects the seven improvementcategories of response: Page 24.648.3  Improvement #1 – in response to reducing overhead expense, ProSTAR proposed the use of a growth strategy aligned to increasing the activity base of students and attendant enrollments (credit hours taken).  Improvement #2 – in response to overhead fees, ProSTAR proposed a tiered structure taking into consideration credit

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

collectquantitative data about the teachers' classroom practices. The questions for the survey wereadapted from the Scientific Work Experience for Teachers (SWEPT) Multisite StudentOutcomes Study.[5] The SWEPT Multisite Student Outcomes Study was conducted as part of anNSF Grant to research the effects of authentic research experiences for K-12 teachers.[5] Thesurveys used in that study consisted of questions that covered a more broad range of topics aboutteacher classroom practices and student engagement, a lot of which revolved around science. Theresearcher in the current study adapted the questions to reflect a focus on the engineering designprocess, as well as reorganizing some of the questions into STEM practice and conceptcategories. The researcher

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Craig Johnson; Mary Vollaro

curricula reflect the increasing attention to safetyand liability concerns. Every year, at least one session topic has been multi-disciplinary and co-sponsored with another division.Analysis of other efforts in Materials Education will be presented, along with any interaction theASEE Materials Division has with these efforts. Specific mention will be made of efforts byTMS, ASM, MRS and ACERS. Efforts of these organizations have been largely independentand compartmental.The data presented in this study will be used during the business meeting to generate discussionand selection of future materials division session topics. It will also be used as a focus for adiscussion on any outreach efforts that the materials division may

Conference Session

Accreditation and Related Issues in ECE

Collection

2004 Annual Conference

Authors

Tom Thomas; Martin Parker

topics) andthe overall course quiz average. A total of ten quizzes were given in the course. The quizaverage for this particular semester accounted for 50% of the class grade. As can be seen inFigure 2, there is a correlation between the average of the student’s understanding on three topicsand the overall quiz grade averaged over ten quizzes. Nine students out of twenty-four tended toover-estimate their level of understanding as reflected in their final quiz average. Three students Page 9.1314.4received failing grades on their quiz average. Proceedings of the 2004 American Society for Engineering Education

Conference Session

Lab Experiments in Materials Science

Collection

2003 Annual Conference

Authors

N. Sundaresan; Devdas Pai

system is crucial!) 3. Using a mechanical pencil, break about a 1/16 in. piece of lead on the tip of the galvanized wire. 4. Observe the results on the oscilloscope and store the voltage-time data to disk. 5. Repeat steps 2 and 3, except break the pencil on the other tip of the galvanized wire. 6. Steps 3-5 can be repeated to replicate the data, if desired.Data Analysis 1. Plot side-by-side the voltage – time curves for left and right sensors for the left pencil break event. You should see one distinct peak for the left sensor plot and two distinct peaks for the right sensor plot. The second peak for the right sensor plot is the reflection of the wavetrain from the right end of the coil. 2. Determine the time

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

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

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

Conference Session

Trends in Energy Conversion/Conservation

Collection

2002 Annual Conference

Authors

Scott Dunning

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

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees

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

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

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

Collection

2001 Annual Conference

Authors

Sheryl Sorby

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

Collection

2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

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

Collection

2000 Annual Conference

Authors

Thomas E. Hulbert; Robert B. Angus

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

Collection

2000 Annual Conference

Authors

Sanjiv B. Gokhale; Michael O'Dea

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

Collection

2000 Annual Conference

Authors

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

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

Collection

2001 Annual Conference

Authors

William Stratton; Ranaye Marsh; Jonathan Lawson; Jay Kunze

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

Collection

1997 Annual Conference

Authors

S. Gokhale; J. Aldrich

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

Collection

1997 Annual Conference

Authors

Jon E. Freckleton

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

Collection

1998 Annual Conference

Authors

Cathie Scott; Carolyn Plumb

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

Collection

1998 Annual Conference

Authors

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

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

Collection

1999 Annual Conference

Authors

John Hoover; Arnold F. Johnson

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

Collection

1998 Annual Conference

Authors

Siegfried M. Holzer; Raul H. Andruet

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

Collection

1998 Annual Conference

Authors

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

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

Conference Session

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