Conference Session

WIP-ing Up Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea L Welker, Villanova University; Maria-Isabel Carnasciali, University of New Haven; Craig G Downing, Rose-Hulman Institute of Technology; Douglas E. Melton, Kern Entrepreneurial Engineering Network

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

Incorporated. His disciplinary specializations include signal processing, acoustics, and wireless communications. American c Society for Engineering Education, 2020 Thinking Entrepreneurially about Your CareerAbstractThis Work-in-Progress paper outlines an approach that a faculty member can utilize to takeownership of their career. Although many full-time faculty, whether mid-career, tenure-track, ornontenure-track, do not think of themselves as entrepreneurial, it is imperative that one isentrepreneurially minded (EM) to succeed in academia. The tasks that a faculty membercompletes each day: teaching, obtaining research dollars, managing and recruiting students

Conference Session

Teamwork: Priming, Empathy, and Metacognition

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Al Kakoun, Swansea University; Frederic Boy, Swansea University; Catherine Groves; Patricia Xavier, Swansea University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

schedules arealready overloaded with ‘more important’ – usually more technical – assignments.Therefore, the intention was to trigger subtle, internally-induced change towards moreempathic, socially conscious, and ‘human-centred-designing-compatible’ mindsets in design,without having to go through the possible resistance and/or backlash from students.As studies show that Priming can facilitate such subtle, subconscious, internal change, andthat empathy can be induced by priming, we set out an intervention to check if we can ‘PrimeCivil Engineers into Human-Centred Designing’.About PrimingThe priming effect is an unconscious prompt that occurs as a result of a subtle, contextual cue(a prime) that activates an existing semantic association in the mind

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

anincrease in their understanding of the engineering design process, engineering concepts,engineering habits of mind, and the connections between engineering and other subject-areaconcepts and practices. Understanding of the engineering design process shifted from between Figure 3: Understanding of Engineering Design Process Figure 4: Understanding of Engineering Concepts 25 25 Pre-program Pre-program Post-program

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

AC 2012-3556: HANDHELD DIGITAL VIDEO CAMERAS AS A MEANSTO SUPPORT ENGINEERING INSTRUCTIONPamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue is an Assistant Professor of science education in the Department of Physics, Astronomy & Geosciences at Towson University. She began her career as process engineer, taught high school physics and pre-engineering, and has been involved in both Project Lead the Way and Project FIRST robotics. She was a Hub Site Partner for Engineering is Elementary (EiE) through their National Dissemination through Regional Partners program. As a pre-service teacher educator, she has added engineering to her elementary and early childhood science methods courses. She

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley, University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

data analysis showed differentpatterns between male and female students‟ peer relationships and support systems. Furthermore,male and female students also tended to adopt slightly different coping strategies relative to thedemanding course workload. While male students were more likely to form a quick socialnetwork and to build “learning relationships” with “like-minded” others most female studentstended to work alone and exclusively focused on academic work while not seeking more diverseand non-academic social networking opportunities. Each strategy seems to present some positiveand negative consequences.IntroductionDuring the last two decades, there has been growing consensus among engineering educators andpolicy makers that the retention

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

AC 2011-599: APPROACHES TO ENGAGING STUDENTS IN ENGINEER-ING DESIGN AND PROBLEM SOLVINGAnn F. McKenna, Arizona State University, Polytechnic campus Ann McKenna is an Associate Professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University (ASU). Prior to joining ASU she served as a program officer at the National Science Foundation in the Division of Undergraduate Education and was on the faculty of the Segal Design Institute and Department of Mechanical Engineering at Northwestern University. Dr. McKenna’s research focuses on understanding the cognitive and social processes of design and innova- tion, design teaching and learning, the role of adaptive expertise in

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

Paper ID #36657Curriculum Design Principles for Equity in Engineering(Fundamental, Diversity)Christine M Cunningham (Professor Education and Engineering) Dr. Christine M. Cunningham is a Professor of Practice in Education and Engineering at the Pennsylvania State University. She aims make engineering, science, and computational thinking education more equitable, especially for populations that are underserved and underrepresented in STEM. Christine is the founding director of Youth Engineering Solutions (YES), which develops equity-oriented, research-based, and field-tested curricula and professional learning

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

Paper ID #38106Thinking Critically about Critical Research with MilitaryUndergraduates in Engineering EducationAngela Minichiello (Assistant Professor) Angela (Angie) Minichiello, Ph.D., P. E., is an Assistant Professor of Engineering Education and Adjunct Faculty in Mechanical and Aerospace Engineering at Utah State University. Her research employs asset-based frameworks to improve access, participation, and inclusivity across all levels of engineering education. Angie engages with qualitative, mixed-method, and multi-method approaches to better understand student experience for the ultimate purpose of

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Karanian, Stanford University; Mona Eskandari, University of California, Riverside; Annika Speer, University of California, Riverside; mariam salloum, University of California, Riverside

knowing that there is a focus on a collaborative project – something that is extensively required of engineers, I begin…” “Over text or other remote medium, I begin to speak to the team about Achievement as where we want to take the project, first pushing towards what I had in mind. need to do This is only so the conversation does not end up a long dead end. We innovative discuss whether that is where we want to go, or if we will change.” work, lead, or a “Although I am not fond of it, I take the leadership role because I know I creative final can fulfill it.” presentation “I believe being a team leader is being a cheerleader. We make things easier

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Thanina Makhlouf, University of Michigan; Eytan Adar; Sophia Brueckner, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Divisions

Design in Engineering Education

in mind during conceptgeneration.To investigate how to support engineering designers in considering people throughout theirconcept generation we implemented a simple intervention: asking engineers to incorporaterepresentations of people within their concept sketches. In our single session study, mechanicalengineering students first generated concepts in response to a design prompt on their own. Thestudents talked aloud as they generated concepts in words and sketches for a short period. Then,we prompted the students to continue generating concepts for the same design task, but askedthem to include representations of “people, a person, or part of a person” within their sketches.Finally, we conducted a retrospective interview where students

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-solving abilities—acritical skill in engineering science courses.School Life BalanceAdditionally, students communicated the value they assigned to having stability and order in theirlives as engineers, family members, athletes, hobbyists, etc. We defined School-Life Balance asresponses related to drawing boundaries between academic and personal life and working to findharmony between them. Here, it was important for students to make space for things they value sothat they could achieve personal fulfillment and satisfaction in their personal and academic lives.Students express that a healthy stability among multiple areas in their lives, they are able to enterthe academic space with a clear mind, improving their quality of learning. In the excerpt

Conference Session

Programming for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Computers in Education

AENG 35% 32%Figure 10: Distribution of the four categories of problems are distributed in Book 18 and Book 2.205.1 Categories of Textbook Problems Page 12.840.17Students typically decide to pursue mechanical engineering because they they like to build thingsand to create things mechanical. We suspect that learning to perform mathematical calculationson computer is usually not a motivating factor. With this in mind, we have created a scheme forclassifying textbook problems.5.1.1 Category NCE: Problems with No obvious Connection to Engineering. There is a largeclass of textbook problems

Conference Session

Venturing Out: Service Learning, Study Abroad, and Criterion H

Collection

2008 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts-Lowell; David Kazmer, University of Massachusetts-Lowell; William Moeller, University of Massachusetts Lowell; Cheryl West, University of Massachusetts Lowell

Tagged Divisions

Liberal Education

their courses as part of thisprogram.References1. Jacoby, B., & Assoc. (1996). Service learning in higher education. San Francisco: Jossey-Bass.2. Accreditation Board for Engineering and Technology [ABET] (2007). Criteria for accrediting engineering programs – Effective for evaluations during the 2008-2009 accreditation cycle. Retrieved February 27, 2008, from http://www.abet.org3. Brandenberger, J.W. (1998). Developmental psychology and service-learning: A theoretical framework. In R. Bringle & D. Duffy (Eds.), With service in mind: Concepts and models for service-learning in psychology (p. 68). Washington, DC: American Association of Higher Education.4. Astin, A., Vogelgesang, L., Ikeda, E., & Yee

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Karen High, Oklahoma State University; Becky Hammack, Stillwater Middle School; Beth Watt, Stillwater Middle School; Julie Thomas, Oklahoma State University; Adrienne Redmond, Oklahoma State University; Pat Jordan; Jean Dockers, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

to a successful career 4.19 3.50 -0.68 4.41 0.9057 Engineers are creative. 4.06 3.49 -0.57 4.30 0.815=Strongly Agree, 1=Strongly DisagreeData presented is mean for the group Page 14.57.13 The largest differences are bolded in the table. In analyzing the results it is important to realize that the GAG students were taking these assessments in May, after state testing and during that time where filling out bubble tests can be the last thing on a middle schoolers’ mind. For the pre/post for the GAG unit, the only large

Conference Session

Approaches to Teaching Entrepreneurship

Collection

2006 Annual Conference & Exposition

Authors

William Sherrill, University of Houston; Thomas Duening, Arizona State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

2006-699: TEACHING ENTREPRENEURSHIP TO ENGINEERS: ALOGICO-DEDUCTIVE REVIEW OF LEADING CURRICULAThomas Duening, Arizona State UniversityWilliam Sherrill, University of Houston Page 11.1208.1© American Society for Engineering Education, 2006 Teaching Entrepreneurship to Engineers: A Logico-Deductive Review of Leading Curricula By Thomas N. Duening Ira A. Fulton School of Engineering Arizona State University William W. Sherrill C.T. Bauer College of Business University of HoustonSubmitted to the American Society of

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Haaniyah Ali, York University; Jeffrey Harris, York University

Tagged Divisions

Cooperative and Experiential Education

Paper ID #30184Development of Employability Skills in Engineering Disciplines throughCo-opMs. Haaniyah Ali, York University Haaniyah Ali is a Mechanical Engineering undergraduate student from York University, class of 2020. She has worked on engineering co-op education research projects since September 2018 and presented her first paper at a conference in June 2019. She is passionate about understanding the co-op education system, to provide the best experience for students. She is also very involved in her school community and works with students and faculty alike to improve community engagement.Dr. Jeffrey Harris, York

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Paper ID #18164Classroom Belonging and Student Performance in the Introductory Engi-neering ClassroomDr. Mark Schar, Stanford University The focus of Mark’s research can broadly be described as ”pivot thinking,” the cognitive aptitudes and abilities that encourage innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Kevin O'Connor, University of Colorado Boulder ; Mark Rentschler, University of Colorado at Boulder

Tagged Divisions

Design in Engineering Education

research explores the varied trajectories taken by students as they attempt to enter professional disciplines such as engineering, and focuses on the dilem- mas encountered by students as they move through these institutionalized trajectories. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering Education Research. His teaching interests include develop- mental psychology; sociocultural theories of communication

Conference Session

Diverse Issues in Renewable Energy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Efrain O'Neill-Carrillo, University of Puerto Rico, Mayaguez Campus; Agustin Irizarry-Rivera P.E., University of Puerto Rico, Mayaguez Campus; Cecilio Ortiz, University of Puerto Rico-INESI; Marla D. Perez-Lugo, University of Puerto Rico, Mayguez Campus

Tagged Divisions

Energy Conversion and Conservation

Executive Committee of ITEAS. Dr. O’Neill (ITEAS first Director) and Dr. Irizarry are engineering professors; Dr. Pérez and Dr. Ortiz are social science professors that have been ITEAS leaders on public policy. Their capacity building work has proven to be essential in the emergence of engineers as policy entrepreneurs from ITEAS. ITEAS research efforts in sustainability concentrate on how to effectively influence the current energy policy regime to promote the sustainable utilization of renewable energy sources. ITEAS argues that a decision making process based on the principles of sustainability must be designed, operationalized and maintained with the local context in mind. Immersed inside the federal intergovernmental framework, Puerto Rico

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

K CASHWELL Jr, Norfolk State University Irving Cashwell Jr. was born and raised in Chesapeake VA. His introduction into electronics engineer- ing originated in HS via an electronics coarse at Indian River highs School while playing sports year round; basketball volleyball and tennis. Irving began his college career close to his family at Norfolk State University (NSU) obtaining an undergraduate and master’s degree in Electronics Engineering while also focusing on becoming better in mind, body and spirt. He enjoys sharing his unique perspective of life through the art of photography. Irving’s master’s work at Norfolk state university, under Aswini Pradhan, focused on high-k dielectrics, high electron mobility

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

Paper ID #21392Measuring Engineering Students’ Metacognition with a Think-Aloud Proto-colDr. Carolyn Plumb, Montana State University Carolyn Plumb is the recently retired Director of Educational Innovation and Strategic Projects in the College of Engineering at Montana State University (MSU). Plumb has been involved in engineering education and program evaluation for 30 years, and she continues to work on externally funded projects relating to engineering education.Rose M. Marra, University of Missouri Rose M. Marra is a Professor of Learning Technologies at the University of Missouri. She is PI of the NSF-funded

Conference Session

Topical Public Policy Issues

Collection

2006 Annual Conference & Exposition

Authors

Richard Devon, Pennsylvania State University; Elizabeth Kisenwether, Pennsylvania State University; Richard Schuhmann, Pennsylvania State University; Robert Pangborn, Pennsylvania State University; Kim Barron, Pennsylvania State University

Tagged Divisions

Engineering and Public Policy

inadequate. Their approach todesign is still very modest and they have yet to endorse the need for preparation forentrepreneurship and leadership in engineering. The oft-quoted eleven (a-k) ABET Criterion 3objectives (9/2005) are laudable but do not define the specific skills they have in mind when theycall for “an ability to…,” do this or that.18 Criterion 3 lists objectives that may be addressed inmany different ways in engineering colleges, and this is a good thing, as we note later, thatallows for diversity among universities and colleges, but it may dissipate ABET’s influence.Further, only one of the eleven objectives is about design (design for everything), and leadershipand entrepreneurship skills are not mentioned at all. This has become

Conference Session

Unique Laboratory Experiments & Programs

Collection

2003 Annual Conference

Authors

Michael Deisenroth

at Virginia Tech in 1984, he servedon the faculties of Purdue University and Michigan Technological University. Page 8.502.13 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering EducationAppendix A Interview Form - Engineering Laboratory Learning ObjectivesFor each objective, please check one box for correlation and one for coverage as it applies to the lab you are responsible for. Please provide examples asapplicable. Please keep in mind the following

Conference Session

Liberal Education for 21st Century Engineering

Collection

2010 Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin

Tagged Divisions

Liberal Education

wide-ranginginterests outside of formal education. But taken together were they liberally educated? 19What is clear is that the provision of additional subjects whether “tool” or “fringe” is noguarantee of liberal education unless instruction and content are designed with the goalsof liberal education in mind. If those goals are taken from such authorities as Arnold,Newman and Pattison then that means that there is a “cultivation of the intellect”, and afocus on the person rather than engineering. The value to engineering follows: it is not aliberal education if it does not create the space for reflective thought through which aperson can construct and reconstruct their identity. Inherent in Williams’s view thatengineering has lost its

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qu Jin, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

their career more strongly than did men, although only marginal difference wasobserved (Cohen’s d = 0.19). This gender difference was present among students in bothdisciplines, keeping in mind that the gender difference in business was larger than the genderdifference in engineering. Generally, these findings are in line with Johnson’s finding on genderdifferences in career values 14.Our analyses of personal characteristic measures suggest that although engineering and businessstudents are similar on many developmental traits that may have traction in helping to explainentrepreneurial behaviors, small differences favoring business students are observed on some ofthese traits, such as innovation orientation, the way they optimize their goals

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

,general setting, and efficient tools can measure growth, then each process should be emphasizedearly in each student’s education. Either approach should lead to engineering graduates who arestronger adaptive experts.ConclusionThe importance of critical and reflective thinking in the field of engineering cannot be argued.The goal of developing adaptive experts who excel at thinking critically and reflectively is anadmirable and important goal in engineering education. Engineers with training in critical andreflective thinking should be more capable in the increasingly complex, global landscape andwill be more mindful of their impacts on society. While it appears that some individuals are moreprone to be critical and reflective thinkers than others

Conference Session

Research On Student Teams

Collection

2005 Annual Conference

Authors

Janet Schmidt; Jeannie Brown Leonard; Linda Schmidt; Paige Smith

Functional Roles on Engineering Student Teams: Preludeto Assessment.”Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Barra, R. (1993). Tips and techniques for team effectiveness. Barra International, New Oxford, PA: BarraInternational.2. Belenky, M. F., Clenchy, G. M., Goldberger, N. R., & Tarule, J. M. (1986). Women's ways of knowing: Thedevelopment of self, voice and mind. New York: Basic Books.3. Fullilove, R., & Treisman, P. U. (1990). Mathematics achievement among African American undergraduates atthe University of California Berkeley: An evaluation of the math workshop program. Journal

Collection

2001 Annual Conference

Authors

Penelope Peterson; Frank Fisher

, medical, biology) particularlyaccentuates the need for graduates to be adaptive in the application and extension of their contentknowledge. However, we feel that one can readily apply this notion of adaptive expertise to all fieldsof engineering, and perhaps to a lesser extent to education in the sciences. We should alsoemphasize that we are interested solely in the adaptiveness aspect of the adaptive expert, and havenot focused on the level of content knowledge that our subjects may (or may not) be able todemonstrate in their field. With this in mind, the terms adaptiveness and adaptive expertise are usedinterchangeably throughout the paper.Adaptive ExpertiseBy definition, people who have developed expertise in a particular area are able to

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cherrice Traver, Union College; Douglass Klein, Union College; Borjana Mikic, Smith College; Atsushi Akera, Rensselaer Polytechnic Institute; Steven B. Shooter, Bucknell University; Ari W. Epstein, Massachusetts Institute of Technology; David Gillette, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Liberal Education/Engineering & Society

AC 2011-1233: FOSTERING INNOVATION THROUGH THE INTEGRA-TION OF ENGINEERING AND LIBERAL EDUCATIONCherrice Traver, Union College Cherrice Traver received her BS in Physics from the State University of New York at Albany in 1982 and her PhD in Electrical Engineering from the University of Virginia in 1988. She has been a faculty member at Union College in the Electrical and Computer Engineering department since 1986, and has been the Dean of Engineering since 2005. Recently Dr. Traver has been involved in initiatives at the interface of engineering and the liberal arts. She has led two national symposia on Engineering and Liberal Education at Union College and she was General Chair for the 2008 Frontiers in Education

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

design processThe purpose of the summer workshop was to expose the teacher-participants to a curriculum thatemphasized 21st Century Skills such as creativity, problem solving, and communication5. Theparticipants (teachers) were to then carry applicable components of this curriculum back to theirown classrooms. Engineering design is the framework upon which this curriculum was built. Thereason for this is that the purpose of engineering as a profession is to tackle large, complexproblems and there is a systematic approach for doing such6-8. As part of the project, the intentwas to take the essence of the engineering design process and provide it as a tool to supportteachers in enabling more open-minded, creative problem solving in their