Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Ralph C. Tillinghast; Edward A. Petersen

school today?” during dinner tableconversation yields the standard response, “nothing.” Summer programs also open theopportunity to involve multi generations in an attempt reach students through their peers andfamily members. Some work on Family Engineering outreach has been documented14 in an effortto create a stronger link between parents and future STEM students. To further expand in thisarea the STEM office developed a workshop and lecture series that has been conducted in thestates library network. The lecture series in particular reached a very diverse age range, allowing Spring 2016 Mid-Atlantic ASEE Conference, April 8-9, 2016 GWUthe program to inspire children, their parents and grandparents about the importance of

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Jeffrey Birou; Alistar Erickson-Ludwig; Mira Olson; Kevin Scoles

 outside of the University. Finally, as part of this program, students are also provided the opportunity to attend conferences and limited funding is available for students who want to pursue unpaid research opportunities or international internships.   In the 2015­2016 academic year the program touches approximately 125 students. Of that, about 75 students are named Peck Scholars. About 30 of those students serve as direct mentors to 50 first year engineers. Since 2012, when data collection began, students who are named Peck Scholars show a 100% retention rate at Drexel University and a GPA higher than non participants. Program participants show higher retention rates and GPAs than non­participants, which is likely due to the mix of peer

Conference Session

Statics and Dynamics in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Deboer, Purdue University, West Lafayette; Maria J. Gerschutz, Trine University; David A. Evenhouse, Purdue University; Nimit Patel, National Science Foundation; Edward J. Berger, Purdue University, West Lafayette; Nick Stites, Purdue University, West Lafayette; Craig Zywicki, Purdue University, West Lafayette; David B. Nelson, Purdue University, West Lafayette; Charles Morton Krousgrill, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering

in-class resources, and courses with peer collaboration elements are eachrespectively beneficial to undergraduate engineering students. However, these pedagogicalpractices are most commonly implemented in first- and final-year courses. Moreover, theprocesses of implementing these new practices, and of transferring reforms between institutions,merit further study. The existent body of literature regarding the facilitation of research-basedpedagogical change has been described as “weak”1, and researchers have frequently called forfurther study of STEM instructional reform and implementation fidelity1–3. As part of thisbroader effort, few have sought to study the lived experience of the specific faculty memberswho adopt and adapt to these new

Conference Session

Dissecting the Nuances that Hinder Broad Participation in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Renetta G. Tull, University of Maryland, Baltimore County; Damon L Tull; Shawnisha Hester, University of Maryland, Baltimore County; Anthony Michael Johnson, University of Maryland Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

culturaldisciplines.”4 Cultural capital takes shape in three forms. Those forms include: incorporated,objectivized and institutionalized. Using Yosso’s model for cultural wealth to acknowledge thestrengths of communities of color, we note that cultural capital includes supporting one’saspirations (Aspirational), honoring language differences (Linguistic), valuing formal andinformal family structures (Familial), appreciating and facilitating connections to peers and othercommunities (Social), maneuvering within institutional environments with faculty(Navigational), and appreciating needs to be involved with issues of social justice (Resistant).All of these forms of cultural capital can be acknowledged and supported within a counter spaceor a healthy academic

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Harper Ogle, Clemson University; Jeffery M Plumblee II, Clemson University; David E Vaughn, Clemson University; Aaron S. Gordon, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

these challenges highlight the need to better preparetoday’s engineers with the intuition, skills and tools they need to tackle these problems. CharlesVest, 9 former president of National Academy of Engineering, asserts that engineering studentsprepared for professional careers in the year 2020 and beyond, “must be excited by their freshman year; must have an understanding of what engineers actually do; must write and communicate well; must appreciate and draw on the richness of American diversity; must think clearly about ethics and social responsibility; must be adept at product development and high-quality manufacturing; must know how to merge the physical, life, and information sciences when working at

Conference Session

International Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Holt Zaugg PhD, Brigham Young University; Gregg Morris Warnick, Brigham Young University; Alan R. Parkinson, Brigham Young University; Spencer P. Magleby, Brigham Young University; Timothy L. Elliott, Brigham Young University; Kathryn L. Watkins, Brigham Young University; Meaghan Lynn Weldele, Brigham Young University; Quincey Cole, Harold B. Lee Library ; Lindsey R. Barnes

Tagged Topics

Diversity

Tagged Divisions

International

. With which college/school are you affiliated? C. What program are you attending? D. How did you find out about the international program? (Check all that apply.) General Questions for All SA programs As a result of participating in this international program: 1. My confidence and ability to live abroad or interact with people from other cultures has been strengthened. 2. I have a greater appreciation for other nations or cultures. 3. I have a deeper understanding of my own culture. 4. I have a deeper understanding of my own discipline. 5. My respect and love for people different from me has grown. 6. Please write a paragraph explaining the impact that your study abroad program has had on your overall

Conference Session

Mechanical Engineering Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

experience with ABET accreditation. Healso has lead the preparation of self-study reports for the various engineering programs in thecollege in the past. The committee members include both full time tenured/tenure track and non-tenure track faculty, including the department chair. All members contribute to the committeefunctions and several are involved in writing various sections of self-study report. Thecommittee meets as needed and more often in the summer to prepare for the fall semester. It isestimated that 8 meetings in the summer, 12 meetings in the spring/fall semester. A total of 20meetings of 2 hours each, involving 8 faculty occur per year, representing a 320 person hoursefforts devoted to meetings and at least double this effort for

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

forced requirement of her large introductory STS course. At the same time, they weresignificantly less skilled at reading and writing than Wylie had anticipated. Their open laptops,poor attendance, missing assignments, and silence in response to her discussion questions wereperhaps all signs of their intimidation at this foreign subject, which may have heightened orcreated their resistance to learning about it. In response to students’ inability or unwillingness toread the assigned sources – a widespread cause of poor class discussions – Wylie began showingcartoons about issues relevant to the day’s lecture topic. After all, cartoons demand only basicliteracy skills, require no homework preparation, are fun and silly, and yet nonetheless manage

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

suggests that incorporating experiential learningactivities into MOOCs may provide another way to promote commitment and retention, but inpractice, the job is not an easy one. MOOCs are generally described as being one of two types:cMOOCs or xMOOCs17. In general, cMOOCs adopt a connectivist learning approach and focuson knowledge co-creation by leveraging social media and peer interaction, while xMOOCs takea behaviorist learning approach and focus on more traditional interaction with fixed content,centralized discussion forums, and automated or peer-graded evaluation. The MOOC studiedhere was designed as a combined cMOOC/xMOOC with both connectivist and behavioristcharacteristics. Translating experiential learning activities to fit either type of

Conference Session

International Division Technical Session 6

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ning Xuan Yip, Purdue University, West Lafayette; Melissa Loren Ullmer, Purdue University, West Lafayette; Jennifer L. Groh, Purdue University, West Lafayette; Darshini Render, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

International

 cognizant of international student needs while integrating diversity  17­18 ​activities into WIEP mentoring programs. We also recognized, as others have before ​ that the international participants in our program could help to increase multicultural awareness for our domestic participants, while conversely, domestic students can support the integration of international peers into the university. While other studies related to cultural aspects of mentoring in education tend to focus on three primary themes surrounding the mentoring relationship, organizational structure, and “manner in which ethnicity and societal beliefs relate

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael J. Dyrenfurth, Purdue University, West Lafayette; Kathryne Ann Newton, Purdue Polytechnic Institute, Purdue University, West Lafayette; Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mary E. Johnson, Purdue University, West Lafayette; Randy R. Rapp, School of Construction Management, Purdue Polytechnic Institute

Tagged Divisions

Graduate Studies

forces compellinguniversities towards professional doctorates. Specifically for XXX University, as a nationallyranked land grant STEM-intensive institution, it is obligated, i.e., compelled, by its land grantmission to bring practical knowledge and capability to the constituencies it serves – and businessand industries as well as individual people are the two most important constituencies!Furthermore, in the move towards a knowledge economy and for the foreseeable future, theimportance of the need for advancing of technology, innovation and related entrepreneurship18and intrapreneurship was noted by Wessner19 writing for the National Research Council. Alsoacting are cultural influences such as those in Germany where senior executives have earned

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

internationaldevelopment professionals, their added perspectives are key to helping the students discernappropriate actions and are vital to the success of the projects.The Course ObjectivesThe course is founded on eight governing principles for successful projects. The lead courseinstructor developed these principles over time as she participated on various internationalservice projects in Latin America and Western Africa. The governing principles are as follows: ● Vision and understanding: The project must have both vision and understanding; one without the other will lead to failure ● Community empowerment: The community must commit in writing to governing the system ● Skin in the game: The recipient community must invest in the system

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Sally M. Reis, University of Connecticut; Joseph S. Renzulli, University of Connecticut; James C Kaufman, University of Connecticut

Tagged Topics

NSF Grantees Poster Session

STEM education. The actstates that “The defense of this Nation depends upon the mastery of modern techniques developedfrom complex scientific principles. It depends as well upon the discovery and development ofnew principles, new techniques, and new knowledge”.2 Published literature supports the idea that individuals with ADHD may have the potential tobe more creative than their peers. 3-7 Their ability to be spontaneous and divergent thinkersallows them to take more risks. As they naturally tend to think outside of the box, individualswith ADHD have the potential to offer unexpected solutions to complex problems.8 Despite thesignificant contribution ADHD students can make, they often struggle in traditional educationalenvironments. Mainly

Conference Session

Potpourri: Various Issues and Topics in Graduate Studies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Purdue University, West Lafayette; Ekembu Kevin Tanyi, Norfolk State University; IRVING K CASHWELL Jr, Norfolk State University; Tasha Zephirin, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #15175Learning to Conduct ”Team Science” through Interdisciplinary EngineeringResearchDr. Catherine G.P. Berdanier, Purdue University, West Lafayette Catherine G.P. Berdanier holds a Ph.D. in Engineering Education from Purdue University. She earned her B.S. in Chemistry from The University of South Dakota and her M.S. in Aeronautical and Astronautical Engineering from Purdue University. Her research interests include graduate-level engineering education, including engineering writing, inter- and multidisciplinary graduate education, innovative and novel grad- uate education experiences, global learning, and

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

framework such as the use of summerbridge programs, fall outside of the purview of instructional strategies. Furthermore, manystrategies related to peer interaction were combined into a single active learning category, andtraditional strategies such as the use of lecture or guided practice, not often touted by reformists,are not included. For the current study, Borrego and colleagues (2010) innovative instructioncategories were modified to examine student perceptions of faculty instructional strategies. Toadapt Borrego and colleagues (2010) framework, categories that were not directly related toinstructional strategies (for example, implementing summer bridge programs) were removed.Category names and descriptions were also modified to align with

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University; Maria Antoun Henri, Texas A&M University ; Norma Perez, Houston Community College; Madeline Burillo, Houston Community College; Roberto Sanchez, Houston Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

peer reviewed conference proceedings articles in these areas. He has B.S. in ME, and both M.S. and Ph.D. in IE. He is a member of ASEE, INFORMS, and a senior member of IIE.Dr. Michael Johnson, Texas A&M University Dr. Michael D. Johnson is an associate professor in the Department of Engineering Technology and In- dustrial Distribution at Texas A&M University. Prior to joining the faculty at Texas A&M, he was a senior product development engineer at the 3M Corporate Research Laboratory in St. Paul, Minnesota. He received his B.S. in mechanical engineering from Michigan State University and his S.M. and Ph.D. from the Massachusetts Institute of Technology. Dr. Johnson’s research focuses on design tools

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; William W. Clark, University of Pittsburgh; Ellen M. Moe

Tagged Divisions

Design in Engineering Education

submitted forinstructor grading and feedback.In addition to the requirements specified by the student teams as part of the input requirements,students had to follow these requirements and constraints: - In keeping with the machine’s University-centered task, teams were required to incorporate either some aspect of the University (University programs, culture, student life, …) or some aspect of the city of Pittsburgh into their design. - Their University theme could not be duplicated – each segment had to have a unique theme. To avoid duplication, a Google document was set up so that as student teams identified their themes, they would write it in the document, and other teams would know they could no longer

Conference Session

Size, Civility, and the Classroom Culture: Setting Class Tone with a Student-centered Perspective

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenny L Lo, Virginia Tech; Kacie J. Hodges PE, Virginia Tech Dept of Engineering Education; Wm. Michael Butler, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

​course sections and the impact of coordination on  matriculation ​ . ​  Most relevant to this paper, in 2009, Thompson, et. al, provide details of a model of coordination that worked for their first­year  3​engineering course ​ .    This paper adds to the body of knowledge with respect to best practices for course coordination, particularly with respect to information sharing among the instructional team, common test writing, strategies for training and mentorship, and management of supplies, lab access and prototype testing. This paper focuses on recommendations based on personal experiences by four faculty, two of whom have 10

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Richard J. Aleong, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

design, however, presentsengineering programs with two major challenges: placing limits on the “breadth” of eachoutcome; and clarifying the inherent vagueness in each outcome (or, defining the “specificity” ofeach outcome).1 ABET intentionally writes their student outcomes with a degree of vagueness toavoid engineering programs from adopting prescriptive curricular design and to allowengineering programs to have flexibility and freedom of interpretation. However, this vaguenessmay confuse engineering programs about how to address each outcome effectively.1 To addressthese types of issues, McGourty, Besterfield-Sacre, and Shuman called for operationaldescriptions of each outcome; although, they admitted that determining the specificity would bea

Conference Session

Best of Computers in Education Division

Collection

2016 ASEE Annual Conference & Exposition

Authors

Petr Johanes, Stanford University; Larry Lagerstrom, Stanford Center for Professional Development

Tagged Divisions

Computers in Education

One byproduct of thiscreative opportunity, however, is the challenge faced by instructors in identifying practicalinsights and principles to apply when considering and/or developing videos.In this paper, we aim to achieve two objectives: (1) summarize the research surrounding onlineeducational videos, and (2) provide a list of seven recommendations for creating educationalvideos high in pedagogical value. We are writing this paper primarily for instructors andinstructional designers, so we focus both objectives on creating online videos that then exist inthe context of a wider educational endeavor (e.g., an online or blended course). In the firstsection, we address the issue of the best design model for educational videos. In the

Conference Session

Proven Strategies in Classroom Engagement Part I: Artifacts for Creative Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anahid Behrouzi, University of Illinois, Urbana-Champaign

Tagged Divisions

Civil Engineering

development andstudy of physical models have been in the topic areas of: statics5, structural mechanics3, generalstructural engineering6,7, steel design8, and reinforced concrete design9-14.Examining the hands-on teaching tools and exercises associated only with reinforced concretedesign courses, the vast majority involve laboratory testing of beams and/or columns to helpstudents understand structural response.9-13 These activities often require students to conduct:concrete mix design, flexural/shear design, fabrication, instrumentation, testing of both materialsamples and structural specimens, data analysis, as well as report writing. While these activitiesare an outstanding way for students to apply their design knowledge, understand concrete

Conference Session

Engineering Management: Project Management and Partnerships

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wayne Paul Pferdehirt, University of Wisconsin, Madison; Jeffrey S. Russell, University of Wisconsin, Madison; John S Nelson PE, University of Wisconsin, Madison Department of Civil & Environmental Enginieering

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

, relevant, immediatelyapplicable to their work, and substantiated by experiences of their own or credible peers 13,14,15,16.As the authors have taught this course over the past eight years, a shared, consistent goal andcommitment to our students has been to make the course “authentically real,” speaking directlyto the experiences and learning goals of these project-experienced professionals. Following is abrief description of a few key ways in which our teaching of effective, real project managementhas evolved.An Emphasis on Living Order“Living order” is a concept that the authors have found helpful in exploring the definition ofproject success and how to best strategize to achieve success. Alex Laufer has writtenextensively about living order and

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vedaraman Sriraman, Texas State University - San Marcos; Bobbi J. Spencer, Texas State University - San Marcos; Kimberly Grau Talley P.E., Texas State University - San Marcos; Araceli Martinez Ortiz, Texas State University - San Marcos

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

evidence-based peer instructional approaches. Of these four intervention strategies, the one that has relevance to this paper is to provide for“guided professional experiences that would combine academic and professional components”through the vehicle of second year industrial internships 17. Early internships as detailed in thispaper are aligned with strategies 2 and 3 from above. Each student would be assigned anindustrial mentor with whom the student would work with for the tenure of the internship.Students would benefit by working with fellow interns and a cross section of companyemployees. Thereby, students pursuing internship would belong to a “community of practice”.To recap, programs that have been successful in improving the retention and

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

conducted on the CSEQ to consider inputand output measures. Existing programs were analyzed. Strayhorn concluded student learningwas the result of inputs and environment, as outlined by Astin’s model. Findings indicated apositive correlation with interventions that enhanced student learning outcomes and institutionsshould consider programs which brought students together and supported learning such as peerstudy groups, peer mentors, and social outreach. Academic advisors guide students to becomeinvolved with those specific activities which increase engagement in the academic environment.Mindset is a concept explored by Carol Dweck, a professor of psychology5. Dweck hasidentified two types of mindsets: a fixed mindset and a growth mindset. A fixed

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gretchen L. Hein, Michigan Technological University; Daniela Faas, Harvard University; Anne M Lucietto, Purdue University; Jacquelyn Kay Nagel, James Madison University; Diane L Peters P.E., Kettering University; Rebecca M. Reck, Kettering University; Mary C. Verstraete, The University of Akron; Deborah J. O'Bannon P.E., University of Missouri, Kansas City

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

roles in their colleges anduniversities, and face the same challenges to increase the number of women in their fields. TheSociety of Women Engineers provides copious resources to assist women in all of these areas.Regional and Society conferences offer workshops directed at career development for femalefaculty and for those aspiring towards a faculty position including the following topics from themost recent Society conference in 2015: ● How to Choose your Academic Service Obligations Wisely ● Reviewing Academic Papers: How to Give Useful, Effective Feedback as a Peer Reviewer ● Pedagogy 101 - Introduction to Teaching ● Tips on Grant Proposal Writing for NSF CAREER Grants and Other Programs ● Alternative Pathways to an Engineering

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University; Heather Sapp, Ohio Northern University

Tagged Divisions

Entrepreneurship & Engineering Innovation

engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his contributions to the ABET Symposium. Dr. Estell is a Senior Member of IEEE, and a member of ACM, ASEE, Tau Beta Pi, Eta Kappa Nu, Phi Kappa Phi, and Upsilon Pi Epsilon.Mr. David Reeping, Ohio Northern University

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikhil Gupta, Florida State University; Matthew J Jensen, Florida Institute of Technology; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

Fruit Harvester System IME X X 27. Stokes Drifter ECE X X Efficient 28. Electric Bike Charging System X X System, LLC 29. Strength Assisting Robot COE X XIn the capstone senior design course the students are expected to work as a cohesive teammember with a given opportunity to become team leader, learn how to communicate effectivelyand efficiently among the team members, peers, and sponsors. The course also

Conference Session

Systems Engineering Learning Outcomes and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peizhu Zhang, Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Richard Glenn Turner, Stevens Institute of Technology; Ross David Arnold, Stevens Institute of Technology; Jon Patrick Wade, Stevens Institute of Technology (School of Systems & Enterprises)

Tagged Divisions

Systems Engineering

of program elements (via testing/tuning)  Develop artifacts to be populated with simulation output to provide learner insight into current and previous program status  Develop non-player characters and state-based dialog whereby the learner can query the NPCs to discover additional information (or be distracted by inconsequential minutia).  Embed challenges and landmines into simulation models and NPC dialog.  Develop/write desired artifacts (e.g., program background material, learner decision/recommendation forms, etc.).  Write scripted feedback to learner based on alternate learner decisions, linked to program outcomes  Integrate artifacts, simulation models, NPC dialogs, and learner

Conference Session

Multidisciplinary Teamwork

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Erin Jobidon, University of Waterloo; Andrea Prier, University of Waterloo; Taghi Khaniyev, University of Waterloo; Christopher Rennick, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Jason Andrew Grove, The University of Waterloo; Samar Mohamed, University of Waterloo; Stephanie Joan Johnson M.Ed, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

limited level of teamwork instruction is achieved passively inthe form of team peer evaluations, usually in capstone design courses and more rarely in othercourses. Given the currently limited and fragmented opportunities to learn about why and how towork in teams, engineering students may not know: (1) why teams exist and why good teamworkis important, (2) how individuals can be effective team members, and, (3) how to structure workwithin the team, track progress, and deal with issues along the way.In response to this identified weakness, a committee of representatives from various departmentsin the Faculty of Engineering and other teaching and support units are developing a series of sixworkshops that will be delivered to engineering students