Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

PLP onstudent learning in an introductory microprocessors class. To examine the impact on learning,students were required to write reflections about their learning every week after their labexperience. Reflections were then analyzed from a corpus-based discourse analytic perspective forwhat kind of knowledge the students gained in the PLP experience, procedural or declarative.Additionally, the language in the reflections was analyzed for stance—the students’ perspectiveson what they claimed they had learned. Results showed that students were gaining proceduralknowledge throughout the semester. In this PLP experience, which follows a trajectory of research,implementation and integration, the procedural knowledge was articulated with less

Collection

ASEE-NE 2022

Authors

Michael G Joseph, University of Bridgeport; Khaled Elleithy, University of Bridgeport

a challenge tocomputer vision algorithms. While there have been many proposed approaches todetect and segment shadow in natural scenes, these methods fail to do so in real-timewithout requiring a priori information. This paper presents a model that candecompose an image into the product of an illumination component L and a reflectancecomponent R and use the reflectance component to segment the shadow region, all inreal-time. This is done by exploiting the fact that light intensity has less effect on thereflectance of an image and by assuming there is a single point light source. Our methodis highly effective in detecting shadows in an image with a surface material that exhibitsboth specular and diffuse reflectance properties. Keywords

Conference Session

Student Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly H. Goldstein, Purdue University, West Lafayette

Tagged Divisions

Student

2016, Erie, PA. OBJECTIVESThe purpose of this poster presentation is to provide a R E F L E C T I V I T Y & U N D E R S TA N D I N Gbrief overview of my dissertation work to date on an NSF- Student reflectivity & their

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thea Pepperl

to increase and assess the use of inclusive methods of teaching in STEM classes. She is a PI on a VCU Community Engaged REAL Impact grant to promote community-engaged research in the biomedical engineering classroom and a PI on a VCU First-Generation Student Success research grant that will use participatory action research practices to study first-gen student struggles and successes in the VCU College of Engineering. Dr. Pepperl pedagogical and research interests incorporate the use lateral thinking, Theater of the Oppressed exercises, and reflection in the biomedical engineering curriculum. © American Society for Engineering Education, 2022 Powered by

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justine M. Chasmar, Clemson University; Brian J. Melloy, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Industrial Engineering

StudentsAbstractThe Study Cycle is a set of guidelines rich with self-regulated learning (SRL) techniques thatenables students to plan, prepare, and enact their studying by focusing on five comprehensivesteps: previewing before class, engaging in class, reviewing after class, holding study sessions,and seeking help as a supplement. This paper reports on initial findings of a qualitative study inwhich a workshop on the Study Cycle was taught to a class of second-year IndustrialEngineering students as an intervention, aiming to understand effects of the module onengineering students’ SRL strategy use in an engineering course. Students self-reported SRLstrategy use in a one-minute paper pre-workshop and two sets of post-workshop reflections. Thispaper examines

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Manaz Rusi Taleyarkhan, Purdue University; Chandan Dasgupta, Purdue University; John Alexander Mendoza-Garcia MSSEC, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

productively withengineering design practices while using a CAD software in a group setting in a classroomenvironment. Existing research has classified students as mostly beginning designers or informeddesigners. The data collected are reflections written by 10 students in an introductory designcourse, one reflection after working individually in a design of an energy efficient house andanother after working as part of a team on the same problem. The data were analyzed using asconceptual framework the informed design teaching and learning matrix developed by Crismondand Adams. Findings suggest the presence of a continuum consisting of four levels and highlightthe shift in students’ design practices towards higher expertise levels after using the

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Vicki V. May, P.E., Dartmouth College; Petra Bonfert-Taylor, Dartmouth College; Eugene Korsunskiy

Tagged Divisions

Faculty Development Division (FDD)

integration of formative feedback during a faculty member's earlycareer stages and tying in with our newly developed and evolving faculty mentoring program. In addition,we are designing a multi-pronged feedback system that will help instructors reflect on their teaching andreceive the support they need in order to improve their teaching continuously. Our new evaluation systemwill consist of three main parts: student impressions, self-reflections, and peer observations.In the summer of 2022, our school was awarded a grant through AAU to participate in their AAU STEMDepartment Project on Teaching Evaluation. A team from Thayer is participating in an AAU LearningCommunity around Teaching Evaluation (AAU, 2022).Goal and ObjectivesThe goal of our project

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Maarij M. Syed, Rose-Hulman Institute of Tech; Richard W. Liptak, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

dissertation at the University of Nebraska Lincoln investigated High Power Impulse Magnetron Sputtering.Dr. Maarij M Syed, Rose-Hulman Institute of Tech Dr. Maarij Syed has been actively involved in the area of magneto-optics. His background is in the magneto-optics of quantum heterostructures and magnetic bulk materials. During his time here at Rose- Hulman he has focused on building a magneto-optics lab and developing various magneto-optics exper- iments for research and for student projects and classes. Dr. Syed has also used other reflection based techniques (e.g. ellipsometry) in his work, especially in the area of polymer film characterization. On the pedagogical side, Dr. Syed has been involved in evaluating the

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ines Basalo, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami; Scotney D. Evans, University of Miami

Tagged Divisions

Community Engagement Division

Engineering Education, 2018 Engagement in Practice: Incorporating Service-Learning in a Mechanical Engineering Measurements Lab – A Case StudyIntroductionThe purpose of service-learning is to provide students with a connection between the classroomand their community with a reflection component involved [1]. However, despite evidencepointing to deeper learning and development of critical thinking skills when enough opportunityfor reflection is included in service-learning [2]-[3], reflection is not widely used in engineering[3]. This study describes the incorporation of service-learning into an existing group project in anundergraduate mechanical engineering measurements lab at the University of Miami in the fallsemester of 2017, and how

Conference Session

Liberal Education Division Technical Session Session 12

Collection

2019 ASEE Annual Conference & Exposition

Authors

Laura Kasson Fiss, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Mary Raber, Michigan Technological University; Kari B. Henquinet, Michigan Technological University; Richard Jason Berkey, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #25409An Educational Framework to Promote Self-Authorship in Engineering Un-dergraduatesDr. Laura Kasson Fiss, Michigan Technological University Laura Kasson Fiss is a Research Assistant Professor in the Pavlis Honors College at Michigan Techno- logical University. She holds a PhD from Indiana University in English (2013). Her work has appeared in Victorian Periodicals Review, The Lion and the Unicorn, and The Cambridge Companion to Gilbert and Sullivan. In addition to her research on Victorian humor, she conducts higher education research and scholarship on issues of inclusion, reflection, and innovation.Dr

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the hu- man side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include avenues to connect Prod- uct Design and Engineering Education in a synergetic way. In addition, he is active in high-speed systems engineering, and strong magnetic pulses as well as magneto-optical systems for fiber optics applications. c American Society for Engineering Education, 2019 Addressing the differences between intention and retention in

Conference Session

First-year Programs: Student Perceptions and Perspectives

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ordel Brown, Northwestern University; Susanna C. Calkins, Northwestern University; Lisa M. Davidson, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, Searle Center for Advancing Learning and Teaching Susanna Calkins, PhD is the Director of Faculty Initiatives and the Senior Associate Director of the Searle Center for Advancing Learning and Teaching at Northwestern University. She is co-author of two books, Reflective Teaching (Bloomsbury Press, 2020) and Learning and Teaching in Higher Education: The Reflective Professional ( Sage, 2009). She has also co-authored over thirty articles related to conceptions and approaches to teaching, the assessment of learning, program evaluation, mentoring, and has been a co-PI on several NSF grants. She also teaches in the Masters of Higher Education Administration Program at Northwestern.Dr. Lisa M. Davidson, Northwestern

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

community partners.Engineers typically find benefit in consulting with the client at key stages in the design process,especially when defining the problem for the engineering team and when evaluating prospectiveideas.6 Engineers operating with human-centered design methods should take time to discernneeds of various stakeholders in order to define good engineering design problems.4 The purposeof this paper is to discuss how engineering students responded to a problem-finding task whenthese students were expected to find evidence of a design challenge during a site visit to acommunity organization. I will discuss the targeted student population, detail the design of alearning experience that matched key features of service-learning pedagogy, reflect

Conference Session

Software and Web-based Learning in ECE

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stuart M. Wentworth, Auburn University

Tagged Divisions

Electrical and Computer

25.918.1 c American Society for Engineering Education, 2012 MATLAB1 Demonstration of Transmission Line Phenomena in ElectromagneticsThe university involved in this paper has a two semester sequence of electromagnetics. Coveragebegins with the study of transmission lines, which constitute a very important application ofelectromagnetics. Signal reflection and impedance matching are critical concepts in wirelesscommunications and radar. However, while students often can properly apply formulas to solvetransmission line problems, they often lack a deep understanding of how these lines work.MATLAB can serve as a useful tool for illuminating the operation of transmission lines

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vibhuti Dave, Colorado School of Mines; Tyrone L. Vincent, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines

Tagged Divisions

Electrical and Computer

this paper is thedesign, evaluation and improvement of a multi-faceted, intra-disciplinary laboratory called theSystems Exploration, Engineering, and Design Laboratory (SEED Lab). Created with the supportand input of industry partners, the SEED Lab aims to emulate our students' likely futureexperiences in a professional environment. The course employs assessment techniques such asreflection logs, CATME evaluations, team presentations at regular intervals, performance-baseddemonstrations, and case studies.This work will contribute to the body of engineering education scholarship by evaluating theimpact of the SEED Lab on students' development of attitudes toward failure in the engineeringdesign process and reflection abilities. While this

Collection

2018 Gulf Southwest Section Conference

Authors

Roman Taraban; William M. Marcy

and Impact on Society.” The purpose of this sensibilities in students.technology is to develop students’ awareness of cultural The Texas Tech course ENGR 2392 Engineeringdifferences in engineers’ approaches to ethical practice, and Ethics & Impact on Society, led by Dr. Wi lliamto develop students’ abilities to communicate in a global Marcy, and the websiteworkplace. These goals are being pursued through a http://ReflectiveChoices.ttu.edu are the primarywebsite that is publicly available, titled Reflective Choices channels through which this project is beinghttp://ReflectiveChoices.ttu.edu. We describe the developed and implemented. The project combinesdevelopment of the website

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

students’ app engagement while using an educational application (i.e.,CourseMIRROR). CourseMIRROR prompts students to reflect on their learning after eachlecture and uses natural language processing algorithms to generate summaries of thosereflections. Although, prior studies have provided evidence on the effectiveness of theeducational apps on students’ learning, there have been concerns about their inability to keepstudents engaged with the application. However, it is observed that behavioral interventionscan be the way for positive reinforcements. Drawing from the “Nudge Theory” in behavioralsciences, we aim to use nudging strategies to enhance students’ app engagement. In thisstudy, we outline the process of introducing nudge interventions in

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Federico Garcia Lorca, Saint Louis University, Parks College of Eng.; Daniel M. Ferguson, Purdue University, West Lafayette; Sridhar S. Condoor, Saint Louis University, Parks College of Eng.

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

they sign up in teams of threemembers to compete in a one hour long challenge. To ensure a multidisciplinary experience,participants in a team must be from different majors. The WIC is kicked off with a challengestatement containing the criteria for winning the challenge. Then, teams design, build anddeliver – if necessary – their solution for that week’s challenge. At the end of each competition, ideas are evaluated and the winning team isdetermined. Winning team receive a prize of $100 per member plus a T-shirt with the WIClogo and the words “Winner” on the back. Also, all participants are encouraged to submit awritten reflection. The author with the best reflection wins a $100 prize, regardless if suchauthor was also part of the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CET); Jeanne Christman, Rochester Institute of Technology (CET); Laura Shackelford; Stacy Nation-Knapper, Montana State University - Bozeman; Daniele Brown, Rochester Institute of Technology (CET)

students understand how to use reflective practices toshape their future choices based on examination of current experiences. It also requires a change infaculty mindset, from viewing e-portfolios as a collection of artifacts, to viewing e-portfolios asdevelopmental tools that drive student growth in classrooms. Story-based reasoning and reflection,provides the essential link between an entrepreneurial mindset and a technology skillset.Our university, the Rochester Institute of Technology, has begun implementation of vertical integration ofe-portfolio practices through modifications to a first-year course for all students, to second- and fourth-year engineering-content courses, and to a third-year career orientation course. We present

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University at Raleigh

their answers toproblems, and the second time to engage in some reflective activity comparing their approach ortheir answers with solutions provided by the instructor. This study identifies 14 suchapproaches, looks at what they have in common and how they differ, and summarizes theirresearch findings.1. IntroductionAs almost everyone in academia now knows, web sites like Chegg and CourseHero enablestudents to download homework answers, rather than doing the problems themselves. Thismakes it challenging for instructors to get their students to undertake enough practice to learnconcepts thoroughly. Several recent ASEE conference papers report on strategies thatincorporate metacognitive activities into homework assignments, so that students cannot

Conference Session

Engineering Ethics Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Tech; Ingrid St. Omer, Virginia Tech

Tagged Divisions

Engineering Ethics

Paper ID #22127Where Should We Begin? Establishing a Baseline for First-year StudentAwareness of Engineering EthicsMs. Natalie C.T. Van Tyne, Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking to inform enhanced student

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Pittman, Texas Tech University; Sheima Khatib, Texas Tech University; Roman Taraban, Texas Tech University

Confidence and Judgements of Problem-Solving Processes in Senior Level Chemical Engineering StudentsAbstractMetacognitive reflection and problem-solving confidence are key factors in the development ofproblem-solving skills. However, engineering education research has seldom looked at therelationship between confidence, as an affective process, and problem-solving skills, as a moretechnical or analytic process. The goal of this study was to identify and quantify students’reflections on changes in their confidence that emerged through participation in a content-reviewcourse for engineering students – i.e., determine what students reported to be the driving forcesbehind changes in confidence. The participants were chemical engineering seniors

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

includesteps of choosing equations, monitoring, and evaluating problem solutions, and the combinationof these steps into more complex problem-solving strategies. These are metacognitive processesbecause they require the solver to think about anticipated, ongoing, and final problem-solvingsteps. Although research has identified characteristic differences between novice and expertproblem solvers, less is known about the more detailed ways in which students develop theirproblem-solving methods through experience. In this research project, we asked 1) Whichproblem-solving strategies do students report using, 2) Is strategy use correlated with level ofmetacognitive reflection and problem-solving confidence, 3) Is strategy use correlated withobjective

Conference Session

AEC Education: Instructional Strategies and Innovation

Collection

2008 Annual Conference & Exposition

Authors

Suining Ding, Indiana University-Purdue University-Fort Wayne (Eng)

Tagged Divisions

Architectural

is to design a singlefamily house for Habitat for Humanity with an ADA accessible bath and kitchen. Data fromstudents’ reflective journals is used to draw a descriptive map of the social-psychological stagesthat occur during service-learning. In addition, textual analysis reveals that students progressthrough three identifiable stages of development: exciting but lost, comfortable, and engagement.The recommendations were made to the body of knowledge of service learning. To increase theeffectiveness of service-learning outcomes, faculty members must understand these specificcognitive processes that accompany community-based learning.Statement of PurposeThis paper addresses the social-psychological aspects of students’ participation in the

Conference Session

Mechanical Engineering Division (MECH) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elisa Koolman, University of Texas at Austin; Boni Frances Yraguen, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology

Tagged Divisions

Mechanical Engineering Division (MECH)

participated in various educational stud- ies on the impact of student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Roxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innoDr. Katherine Fu, Max Planck Institute for Intelligent Systems Dr. Kate Fu is the Jay and Cynthia Ihlenfeld Associate Professor of Mechanical Engineering at the University of

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University

educators haveresearched strategies that students utilize when problem solving, there is essentially no researchon how engineering students change their strategies over time. The goal of this study was to gaininformation on how students proposed to change their strategies after problem-solving reviewactivities and being prompted to reflect on how they would change their strategies on subsequentproblems. The participants were chemical engineering students enrolled in a 3-hour senior levelreview course designed to prepare them to take the Fundamentals of Engineering (FE) exam.Data were collected through responses on a weekly survey for which students received a smallhomework credit. Quantitative and qualitative analyses were applied to the data. This

Collection

2020 St.Lawrence Section Meeting

Authors

Douglas Bohl

Mechanical and Aeronautical, Civil andEnvironmental, and Engineering and Management departments. Engaging students by makingthe subject personally relevant is challenging given these boundary conditions. Personalconnection is needed to actively engage the students in their learning. This paper describes aflow visualization project that is designed to personalize fluid mechanics by having students takeand reflect on a picture of a flow field that they find “interesting”. The results of this project isassessed and the outcomes described based on four criteria: 1. Originality of the picture; 2:aesthetic Quality of the picture; 3. Clarity of the flow visualization; 4. seriousness of theReflection. The Navier-Stokes Equations are the fundamental

Collection

1997 Annual Conference

Authors

Peter A. Rosati

Gender Differences in the Learning Preferences of Engineering Students P.A. Rosati The University of Western Ontario AbstractThe results are compared of the responses of female and male engineering students to anIndex of Learning Styles. This self-report forced-choice instrument classifies the learningpreferences of the respondents on four scales; Active/Reflective, Sensing/Intuition,Visual/Verbal and Sequential/Global. Both male and female students showed a clearpreference for Active, Sensing, Visual, Sequential learning. However, the female students’learning preferences were

Collection

2000 Annual Conference

Authors

Michael S. Pritchard; Edmund Tsang

societalcontext.” Most literature on engineering ethics and, to a lesser degree, on societalaspects of technology, focuses on the negative of wrongdoing, its prevention, andappropriate sanctions of misconduct. This paper proposes a more positive approach toteaching engineering ethics and social impact of technology via service-learning byoffering justifications for the pedagogy based on engineering codes of ethics. This paperexamines reflection issues in engineering, without which the full benefit of the service-learning pedagogy cannot be realized. The paper concludes by offering suggestions onreflection course materials for three types of service-learning projects found commonlyin engineering.Service-learning is “a form of experiential education in

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

supportstudents' engineering design practices across all engineering curricula. In particular, studentsneed support in developing ways of talking and writing that enable practices such as proposingpossible design solutions and redesigning. Such practices require engineers to engage inreflective decision-making in communication with others (NRC, 2012).In this work-in-progress, we are developing and studying multimedia engineering notebook toolsthat support urban elementary students’ engagement in engineering practices, particularly thosethat involve reflective decision-making with fellow students. Our work is a close collaborationwith elementary teacher researchers, and we are in the first phase of a three-year project.Together we are exploring the