Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole Lynn Larson, University of Calgary; Genevieve Hoffart, University of Calgary; Tom O'Neill, University of Calgary; Marjan Eggermont, University of Calgary; William Daniel Rosehart P.Eng., University of Calgary

Tagged Divisions

First-Year Programs

importance of considering team composition variables when grouping students into projectteams. Second, it calls attention to the temporal nature of exploratory and exploitative learningactivities. Third, it suggests future research is needed to examine the implication of theselearning activities on outcomes other than innovation (e.g., individual learning, project grades,team potency).IntroductionEngineering educators implement team-based project work expecting it will lead to interpersonalskill development, knowledge sharing, information dissemination, and individual and teamlearning. Unfortunately, practice has outpaced research, reflected in a lack of studies on teamlearning processes1, and a call for more research on team-level learning

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Tamara Ball, University of California, Santa Cruz; Zachary W Graham, University of California, Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

was always available whenever a break was neededfrom the main project or if an intern wanted to work on their soldering skills.Methodology: Assessment of Innovation as a ProcessWe assessed the overall impact of the internship as a learning intervention to supportmultidisciplinary group participation in innovation and individual learning achievements byapplying three different instruments: a) an exit survey focused on relationships betweenemergent group-dynamics and evidence of innovation-in-practice b) regular “audio-diary”journal entries recorded by participants in response to a weekly repeating prompt c) focus groupexit interviews that prompted participants to not only reflect on what they had gained from theexperience but challenged them

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

Pre-College Engineering Education Division

your students engage in the following learning activities?  Defining a problem when given probable scenarios  Brainstorming  Exploring multiple solutions to a problem  Evaluating criteria or constraints to a problem  Designing models or prototypes  Building physical models or prototypes  Testing possible solutions to a problem  Communicating solutions to a problem in written format  Communicating solutions to a problem in oral format  Communicating solutions to a problem by formal presentation  Reflecting in a notebook or journal  Developing a design portfolio  Critiquing their own work  Critiquing other students' work  Reworking solutions based on self or peer evaluation  Listening to

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

groups are not synced, so times do not line up with each otherperfectly (up to 5-minute offsets are likely). The bottom group, Julian and Alex, only have sixcoded turns; this group was difficult to hear on the camera because they spoke very softly,answered many facilitator questions with “I don’t know,” and spent much of the task time offtask building “launchers.” Even so, they had the most successful designs of any group (threeunique designs, one was tested twice).Note that ideas, factors, and designs are related but distinct. While ideas are often reflected indesigns, designs include a multitude of ideas of varying scale, many of which are not explicitlyexpressed. Ideas may or may not be expressed as factors about a design or the test related

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Firdous Saleheen, Temple University; ZIcong Wang, Temple University; William Moser, Temple University; Vira Oleksyuk, Temple University; Joseph Picone, Temple University; Chang-Hee Won, Temple University

Tagged Topics

NSF Grantees Poster Session

encouraging and showed the benefits of VOLTA. Theeffectiveness assessment showed VOLTA students performed better thanthose of traditional lab students in eleven pairs of similar tests. VOLTA students were taught in asimilar way as the traditional lab students, except without any handouts. Outside the lab,VOLTA students obtained help from VOLTA any time and from TAs during office hours. Thetraditional lab students got help from TAs only. VOLTA students received a greater amount ofhelp compared to the traditional students, which was reflected in the effectiveness analysis.The Spring 2015 version of VOLTA achieved p < 0.001, which was much better than the Fall2014 version.The Spring 2015 version of VOLTA had one new feature “Hardware Help”, which

Conference Session

Computing & Information Technology Division Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mayari I. Serrano, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Baijian Yang, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

engage students inlearning and allow translation from conceptual knowledge to practice. We propose to use Model-Eliciting Activities (MEAs) to develop students’ representational fluency in the cybersecuritydomain. MEAs are activities that intent to simulate real-word client-driven scenarios. And thesuccess of these MEA activities rely on teamwork and the students’ abilities to apply concepts.Properly constructed and implemented MEAs can increase the use of: (1) student reflection toolsin assessments, and (2) learning technologies. MEAs require students to iteratively build, test andrefine their knowledge by encouraging students to build different forms of representations andconnect and translate among them [3]. These activities focus on

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Samuel S. Newton, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

currently included in the CCW framework, such as spiritual capital. Thus,we believe that our work has the potential to extend these frameworks.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF), undergrant number 1463808. Any opinions, findings, and conclusions or recommendations expressedin these findings are those of the authors and do not necessarily reflect the views of the NSF.References1. Frehill LM. The Gendered Construction of the Engineering Profession in the United States, 1893-1920. Men Masc. 2004;6(4):383-403. doi:10.1177/1097184X03260963.2. Pawley AL. What counts as “engineering”: Towards a redefinition. In: Pawley AL, Riley DM, eds. Engineering and Social Justice: In

Conference Session

Social Responsibility and Social Justice I: Pedagogical Perspectives

Collection

2016 ASEE Annual Conference & Exposition

Authors

Devin R. Berg, University of Wisconsin, Stout; Tina Lee, University of Wisconsin, Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

stand behind morals and ethics (n=2) • You must take into consideration all who might be effected by your work (n=2)From these responses we can see that some students were less influenced by the course when itcame to changing their outlook. It is unclear whether the lack of influence reflects that somestudents came into the course already sharing the viewpoint presented and their views did notchange for that reason or whether some inherently disagreed with the notions communicated inthis course and the course did not change their minds. These results may also indicate that greaterrepetition of these messages is necessary before the ideas take hold and they begin to mold moreclosely held beliefs such as their world views. Some examples of

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cole H. Joslyn, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, promotingracial understanding, and helping others in need) are more associated with personality traits. A T-test did not confirm that any of the changes were statistically significant. Possiblereasons may be attributed to: we were unable to match the results of individual participants fromtime 1 to time 2—all responses were anonymous and we did not include a way to match time 1and time 2 responses for each participant; the sample size at time 1 (n = 84) was noticeablysmaller than the sample size at time 2 (n = 115); the time between surveys was only 3 weeks;apart from requiring field observations and testing prototypes with actual children, no otherinterventions were made to promote self-awareness or social-awareness (e.g. critical reflection

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, National Science Foundation; Mani Mina, Iowa State University; Kate A Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

engineer- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. c American Society for Engineering Education, 2016 Initial Results in Developing an Engineering Reasoning Assessment for General EducationDespite the importance of technology to our well-being and the significance of engineeringprinciples to economic prosperity, limited work has been done measuring the degree to whichundergraduate students possess a broad understanding of the principles, products, and processesof technology. While assessments of learning gains within courses that form part of anengineering major have been developed under ABET

Conference Session

UAV and other Team Projects in Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peter J. Schubert, Indiana University Purdue University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Aerospace

numbers were really so huge, I offered him a story, referencing the film The Matrix, and the overarching goal of our work to save the planet with clean energy. “Remember what the Oracle said to Nemo,” I began, then spoke to him directly: “You’re not The One, kid. Sorry.” He quipped, respectfully and with a lop-sided grin: “But he was The One.” Everybody on the team chuckled. It was a turning point for this student, and his progress accelerated after that and concluded with rock-solid engineering work.Almost every student had some level of anxiety which is reflected in the results of a surveyconducted 6 months after the conclusion of their internship. It is clear that the students did notfully appreciate that

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

that were (at the time of this paper) informally committed. These experienceshave led us to carefully document and reflect on our recruitment experiences and in what followswe present data and analysis of these experiences. In turn, we speculate about the broadercontext that may be generating the unusual difficulties we have faced in securing fieldworkparticipation.Encountering difficulties in mediated recruitmentIn the first phase of research, we employed a direct recruitment strategy, which involved aresearcher directly contacting potential study participants (i.e. new engineers) and asking them tobe involved. While this process yielded eight engineers who consented to be part of the study,none ultimately were enrolled in the study because

Conference Session

Ethics Instruction in Context: Civil and Construction Engineering and Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Luciana Debs, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette; Terri S. Krause, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

from variousethnicities and cultural backgrounds also reflects my very shelteredness in this corner ofcampus. I don’t...there are no international students who take theater. So I don’t engage in thosestudents very often here on campus. So I think we can’t necessarily put that on the studentseither.” He continued, noting that the students did a reasonable amount of research, but that the“biggest barrier for them right now would be for those people to actually test those things.”This theme was strongly reinforced when a cross-cultural group of panelists were invited toattend and critique the students’ final presentations. Panelists remarked several times that theyknew people from the targeted regions on campus, and wondered why none of the

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Naima Kaabouch, University of North Dakota; Deborah Worley, University of North Dakota; Matthew Cavalli, University of North Dakota; Nuri Oncel, University of North Dakota

Tagged Topics

Diversity, NSF Grantees Poster Session

approachencourages collaborative and multidisciplinary learning for the students and helps them acquirethe knowledge and skills necessary to compete in the global market and to contribute to the NSNTfield in an environment that is reflective of today’s workplace.II CoursesFor this project, the collaborators developed and offered two NSNT courses that satisfy electiverequirements for mechanical, chemical, and electrical engineering Bachelor of Science (BS)degrees as well as for chemistry and physics BS degrees. The first course, “Nanoengineering andNanoscience” (cross-listed course numbers: CHEM 431; EE490; ME490; PHYS492) was offeredduring Fall 2015. It covered the fundamentals of nanoscience and nanoparticles based on theirphysical and electronic

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Shuchisnigdha Deb, Mississippi State University

Tagged Divisions

Industrial Engineering

time helping to fill a community need. Service-learning combinescommunity engagement, critical reflection, reciprocity, and public dissemination in an effort tocreate effective partnerships2-3.Studies have shown that service-learning is a high-impact practice that increase student effort ina course through the process of solving real-world problems4-6. The application of service-learning to the classroom allows for students to participate in “active, challenging, learningexperiences, experience diversity, interact with faculty and peers about substantive matters,receive more frequent feedback, and discover the relevance of their learning through real-worldexperiences.”2 Additional benefits of service-learning have been found related to

Conference Session

Concurrent Paper Tracks Session I Study Abroad Programs

Collection

2016 ASEE International Forum

Authors

Fabiola P Ehlers-Zavala, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Topics

International Forum

resistance thatwould become evident shortly after the inception of INTO CSU. Unfortunately, this initialsentiment continued to exist in varying degrees among many departments at CSU for severalyears. In the following paragraphs, we describe the journey of ECE in this new context.The ECE journey relative to INTO CSU. In analyzing and reflecting back on the journey of theECE department since INTO CSU came to be, it is possible to identify the following four stages: 1) Resistance 2) Awakening 3) Collaboration 4) InnovationFigure 1. Sample Standard PW for Engineering—UndergraduateFigure 2. Sample Graduate PW in ECE (old version 2012-2015)The stage of resistance. As it should have been predicted, in any organization (big or small)when

Conference Session

The Intersection of Higher Ed and Industry

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, Purdue University - West Lafayette; Monica Farmer Cox, Purdue University - West Lafayette

Tagged Divisions

Continuing Professional Development

prerequisite for validity, refers to the consistency of assessmentscores; validity refers to the degree to which interpretations of scoring are correct andappropriate [12]. Moskal and Leydens [12] describe three types of evidence to support the validity of arubric: content, construct, and criterion-related evidence. Content-related evidence refers to howmuch a student’s assessment response reflects the student’s knowledge of the content area.Construct-related evidence refers to a student’s reasoning process for performing a task orsolving a problem. Criterion-related evidence refers to the extent the results of an assessmentcorrelate with current or future events. Criterion-related evidence are commonly found inengineering courses where classes

Conference Session

Systems Engineering Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ashley Bernal, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology

Tagged Divisions

Systems Engineering

device,such as the government. Also, features were accidentally included such as lifespan which shouldbe captured in the stakeholder/feature model, whereas things that reduce the lifespan could havebeen included. An example would be wild animals that accidentally step on the device due to itsuse in the Savannah or birds that defecate on the device, reducing its reflective properties,ultimately diminishing its capability of purifying water. Students also had difficulty with thedirectionality of various interactions. Next, we had the students develop the logical architecture.It seemed fairly obvious to us that the domain model that was developed would influence theinternal components that comprise the logical architecture; however, the students

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saniya Leblanc, The George Washington University; Steffi A Renninger, George Washington University; Ekundayo Shittu, George Washington University

Tagged Topics

NSF Grantees Poster Session

colleagues. There is a nice balance between realizing that we are students early in our undergraduate career, in the mini-lectures, and fully capable colleagues in the EBL training or researcher seminars… this program provides a hands-on and personal experience unlike a lot of other opportunities. I like that were running our own projects yet we have a professor or graduate student to refer to.There may be a need for more scaffolding related to experiment and research methodology. Thestudents’ lack of experience led to apprehension and anxiety during the research project in spiteof the advising and mentoring resources as expressed by multiple fellows’ reflections: …my least favorite part of the program has been

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen C Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers; Kenneth J. Fridley, University of Alabama; Richard O. Anderson P.E., Somat Engineering, Inc.

Tagged Divisions

Civil Engineering

. He is a consulting geotechnical engineer in Michigan. c American Society for Engineering Education, 2016 Accreditation Insights and the Next Body of KnowledgeAbstractThe American Society of Civil Engineers (ASCE) organized the Civil Engineering ProgramCriteria Task Committee (CEPCTC) in October 2012. The CEPCTC charge was to determine ifthe current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one ormore of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge. Aftertwo years of work, a proposed CEPC was approved by the relevant ASCE committees andforwarded to ABET for approval and incorporation into accreditation criteria. Two previous

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

(mechanical, civil, aero/astro, for example) so eventhough many of the students are chronologically second year students they experience “firstyear” dynamics.A “large class” is usually defined by the institution offering the class. For example, in a stateuniversity a “large class” could be 300 to 500 students, while in a smaller, private institution itcould be 30 to 50 students. Certainly, classroom dynamics will be different between the 500students and 50 student classroom if only reflected in the size of the classroom space. Theimportant point is that Introduction to Solid Mechanics or Statics will be one of the largerclassroom experiences for entry-level engineering students at the location where they areenrolled. In this research, classroom sizes

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan F. Freeman, Northeastern University; Courtney Pfluger, Northeastern University; Richard Whalen, Northeastern University; Kathryn Schulte Grahame, Northeastern University; Joshua L. Hertz, Northeastern University; Chirag Variawa, Northeastern University; Jennifer Ocif Love, Northeastern University; Mark L. Sivak, Northeastern University; Bala Maheswaran, Northeastern University

Tagged Divisions

First-Year Programs

reflections thatthe desired outcome of being able to integrate the course threads and skills as shown in thetheoretical framework were also achieved.Cornerstone students also reported similar positive outcomes for learning in the new coursecompared to students in the traditional courses, and even reported how they couldn’t imagine thecourses not integrated. In teaching evaluations, the reported scores for each instructor wereslightly lower, but not significantly different than the teaching evaluation scores received on theseparate courses. Since this was the first time with the new curriculum, this result is notsurprising. Comments were reviewed carefully in order to improve both courses for the nextyear. One prevalent comment was the desire for more

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

either workingwithin the immediate community or as part of a mission trip to a foreign country, but thisapproach blurs the distinctions between community-based learning and service learning. In anattempt to provide clarity, Weigert offered the following six elements to describe servicelearning:3  the student provides meaningful service,  the service that students provide meets a need or goal of some kind,  members of a community define the need,  the service provided by the students flows from course objectives,  service is integrated into the course by means of one or more assignments that requires some form of reflection on the service in light of course objectives, and  assignments rooted in the service must be

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

becomeresponsible for their own learning, which necessitates reflective, critical thinking aboutwhat is being learned22. In PBL, students are asked to put their knowledge to use and tobe reflective and self-directed learners.”23Barrows and Kelson24 identify five goals behind the design of PBL instruction. Self-directed learning is explicitly stated. The goals are the following: 1) construct knowledge; 2) acquire problem-solving skills; 3) become self-directed learners; 4) develop effective collaborative skills; and 5) enhance intrinsic motivation to learn.The act of engaging in SDL is an essential component of the student learning in PBL.Whether this is implicit for the students or made explicit by their facilitators, the studentsare

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stacy Kastner, Mississippi State University ; Sarah B. Lee, Mississippi State University; Tori Holifield, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

already trying to resolve existing gender gaps, there was a 64 percentdecrease in the number of first-year female students interested in concentrating in ComputerScience from 2000-2012.6 The problem of representation is even more distinct with regards torace; for example, in 2014, though only 26% of jobs in computing were held by women, only 3%of those jobs were held by African American women.6Such circumstances make it imperative to develop middle and high school initiatives to supportcomputing literacies for all, but particularly for those students whose demographic characteristicsare not currently reflected by the populations supporting the computing workforce. Similarly, itis as imperative for researchers to better understand variables that

Conference Session

Ethical Reasoning and Responsibility

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Nathan E. Canney, Seattle University

Tagged Divisions

Engineering Ethics

regarding how their work impacted people, society, and/or theenvironment. This may truly reflect a lack of these circumstances, or may indicate that someindividuals are not adept at recognizing such issues. For 34% of the jobs, ethical/moral dilemmaswere encountered infrequently and were not of significant personal concern, compared toethical/moral dilemmas encountered infrequently but of significant personal concern in 16% ofthe cases. Smaller percentages of the jobs were reported to have frequent ethical dilemmas thatwere and were not of significant personal concern; 9% and 8%, respectively. Finally, 2%indicated that the moral/ethical dilemma was the primary reason that they had left their job.These cases might reflect that the individual was in

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Bouwma-Gearhart, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

relative prevalence and strength of certain factorsindicative of potential for organizational change. These factors underlie many postsecondary educationimprovement interventions’ theories of action and take into consideration the context in whichpostsecondary initiatives are situated. Finally, we reflect on the practicality of our research model towardsinforming and revising an intervention’s theory of action, as well as its feasibility for other efforts toimprove and study related change in postsecondary education organizations.IntroductionInterventions to improve postsecondary teaching and learningIn response to public opinion, as well as research in postsecondary education, the US continues efforts tostrengthen postsecondary education to

Conference Session

First-Year Programs Division Technical Session 2B: Strategies for Writing and Communication Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wendi M. Kappers, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

First-Year Programs

completion.Engaging learners in the very notion of asking them to evaluate work of their peers for thepossibility of uncovering abnormalities or inconsistencies(2) creates a reflective atmosphere.During this evaluation process, there is a period of reflection that takes place, which supports anatural dialogue(2); hence, extending the power for learning. This process naturally allowslearners to rely upon their previous knowledge of the subject and compare data presented toeither confirm incorrectness or to create a new understanding of the topic in which to investigateand support. Therefore, Active Learning helps students to “scaffold the zone of proximaldevelopment for individual construction of knowledge and to facilitate effective learning,”(2)(p.889). It

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

CxCprogram for students as well as to the satisfaction of all stakeholders, that we have exploredusing focus groups, a qualitative assessment method, somewhat atypical in the engineeringcommunity. At this stage in CxC’s development we opted for focus groups because we believedthat a more in-depth and open-ended approach to assessment lends itself to expanding ourcomprehensive reflection of the program to-date. More to the point, we were curious about theunique experiences of our students and wanted to know how they compared to previousassessments we’d performed about CxC.Key Findings of Previous AssessmentsFrom the beginning of the CxC program in the College of Engineering, faculty and CxC staffhave sought feedback on how to effectively implement

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

effects of programmatic decisions on students.Those effects are then parlayed into a broader conversation about engineering education as awhole.This paper is an invitation to envision a more humanistic alternative to the unrestrained freemarket ideologies marshalling the state of affairs within engineering education. These sameideologies are steering the state of affairs elsewhere in society, but here we examine engineeringeducation as the local space that we occupy intellectually, physically, emotionally,epistemologically, and ontologically. Engineering education is a local reflection of a globalphenomenon. The paper begins with a brief contextual history of neoliberalism in highereducation before focusing on engineering education at Tulane. It