Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Futurity: Essays on Environmental Sustainability and Social Justice, A. Dobson, Ed., Oxford: Oxford UP, 1999, pp. 21-45..11. H. Farley and Z. Smith, Sustainability: If It's Everything, Is It Nothing?, Abingdon: Routledge, 2014.12. R. Norgaard, "Transdisciplinary Shared Learning," in Sustainability on Campus: Stories and Strategies for Change, Barlett, P. and G. Chase, Eds., Cambridge, MA, MIT Press, 2004, pp. 107-20.13. P. Barlett and G. Chase, Sustainability on Campus: Stories and Strategies for Change, Cambridge, MA: MIT Press, 2004.14. P. Barlett and G. Chase, Sustainability in Higher Education, Cambridge, MA: MIT Press, 2013.15. P. Jones, D. Selby and S. Sterling, Sustainability Education: Perspectives and

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

ScienceFoundation.References1. Klingbeil, N. W., Mercer, R. E., Rattan, K. S., Raymer, M. L. & Reynolds, D. B. Rethinking engineering mathematics education: A model for increased retention, motivation and success in engineering. in ASEE 2004 Annual Conference and Exposition, ‘Engineering Researchs New Heights’, June 20, 2004 - June 23, 2004 (American Society for Engineering Education, 2004).2. Klingbeil, N. W., Mercer, R., Rattan, K., Raymer, M. & Reynolds, D. Redefining engineering mathematics education at Wright State University. in 113th Annual ASEE Conference and Exposition, 2006, June 18, 2006 - June 21, 2006 (American Society for Engineering Education, 2006).3. Klingbeil, N. W., Mercer, R. E., Rattan, K. S., Raymer, M. L

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

interests. Model 2 for eachmeasure indicates the final model considering only significant variables and excluding non-significant variables, implying no relationship between variables. According to Brown’ s 25 guideon fit indexes, all model fits were in good ranges: Chi-square values were not significant; theRMSEA was all in an acceptable range, which is defined as 0.08 or less; CFI and TLI were in agood-fit range, defined as 0.95 and over; and SRMR was close to 0.0, indicating an excellent fit.Table 6. Path Models with Goodness-of Fit Indexes SKT EIDS Academy EIDS Engineering Page

Conference Session

Innovations in Communications and Wireless Systems Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wayne A Scales, Virginia Tech; J Michael Ruohoniemi; Geoff Crowley

Tagged Divisions

Electrical and Computer

shift, receiver position, and velocity. The high rate data arerecorded typically at 100 Hz (100 samples per second). Data types included in the high rate dataare the in-phase accumulation (I), quadrature accumulation (Q), and phase. The fullspecifications and characteristics of CASES receiver are described in detail in [10].Amongst other outputs, the CASES receiver provides the ability to obtain raw GNSS data (e.g., Page 26.819.6L1, L2 phase observables and range observables) and also data for accessing atmospheric effects(e.g. TEC, individual channel carrier to noise power ( C / N 0 ), amplitude scintillation index ( S 4

Conference Session

Student Recruitment and Retention in ET Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Scott McCrae, Indiana University Purdue University Indianapolis; Eugenia Fernandez, Indiana University Purdue University Indianapolis

Tagged Divisions

Engineering Technology

. Retrieved from http://chronicle.com/article/In- Interview-Education/47227/2. Martindale, G. (2010, February 3). College drop-out rates - Who's to blame. Retrieved from http://www.stateuniversity.com/blog/permalink/College-Drop-Out-Rates-Who-s-to-Blame-.html3 Rodriguez, S. (2003). What helps some first-generation students succeed. About Campus 8(4), 17-22.4. Braxton, J. M., Hirschy, A. S., & McClendon, S. A. (2004). Understanding and reducing college student departure. San Francisco, CA: Jossey-Bass.5. National Conference of State Legislatures. (2015, January 1). Performance-Based Funding for Higher Education. Retrieved from http://www.ncsl.org/research/education/performancefunding.aspx6. Astin, A. W. (1977

Conference Session

Dynamics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University

Tagged Divisions

Mechanics

particularly satisfactory response toconcept question 1. The amount of time each student spent on the first question is tabulated inTable 1. Students’ approaches are outlined below. Table 1. Amount of time that students spent on concept question 1, all three parts. Student P Q R S T U V Time (min:sec) 1:20 5:20 8:30 1:33 2:20 9:00 8:50Student S and Student T had similar approaches to the concept question. Neither of them drew afree body diagram (FBD), even though they always drew FBDs on problem-solving questionsthey encountered on their midterm and final exams. For parts A and B, they simply observed thattension from the string creates

Conference Session

Division Experimentation & Lab-oriented Studies: Electrical and Computer Engineering Labs

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Wang, University of Houston; Siu Chun Michael Ho, University of Houston; Qianlong Lan, Texas Southern University; Xuemin Chen, Texas Southern University; Gangbing Song, University of Houston (CoE); Hamid R. Parsaei, Texas A&M University at Qatar

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

., Nilsson, K., Zackrisson, J., Garcia-Zubia, J., Hernandez-Jayo, U., Nafalski, A. Hkansson, L.(2009). On objectives of instructional laboratories, individual assessment, and use of collaborative remotelaboratories. Learning Technologies, IEEE Transactions on, 2(4), 263-274.4. Abdulwahed, M., & Nagy, Z. K. (2013). Developing the TriLab, a triple access mode (hands-on, virtual, remote)laboratory, of a process control rig using LabVIEW and Joomla. Computer Applications in EngineeringEducation, 21(4), 614-626.5. Barrios, A., Panche, S., Duque, M., Grisales, V. H., Prieto, F., Villa, J. L. & Canu, M. (2013). A multi-userremote academic laboratory system. Computers & Education, 62, 111-122.6. Harward, V. J., Del Alamo, J. A., Lerman, S. R

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University; Suzette R Burckhard, South Dakota State University

Tagged Divisions

New Engineering Educators

, Felder4 wrote: “Consider the universal vision of the professor of the 90's. Shedoes pioneering research in a critical area and brings in big bucks to support the research,including several six-figure NSF grants and 60% release time. She publishes 5-10 paperseach year in the most prestigious journals in her field and is a shoo-in for the NationalAcademy. She is a dedicated and stimulating instructor and wins teaching awards at heruniversity and nationally. She does more than her fair share of the tedious but vitalservice chores that no one wants to do and does them excellently. She is mostlyimaginary.” In 1987 Feldman5 examined 42 studies and concluded that “the likelihoodthat research productivity actually benefits teaching is extremely small…the

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Genevieve Hoffart, University of Calgary; Nicole Lynn Larson, University of Calgary; Tom O'Neill, University of Calgary; Matthew James Walter McLarnon, University of Western Ontario; Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Bill Rosehart, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

communication framework allows for universal application to all levels of engineeringeducation to develop individuals throughout their degree.1. S. W. J Kozlowski and B.S. Bell, “Work groups and teams in organizations.” In W. C. Borman, D. R. Ilgen and R. J. Klimoski (Eds.), Handbook of psychology (Vol. 12): Industrial and Organizational Psychology, pp. 333- 375. New York: Wiley, 2003.2. M. Deutsch, “Cooperation and competition.” In M. Deutsch, P. T. Coleman, and E. C. Marcus (Eds.), The handbook of conflict resolution: Theory and practice (2nd ed.), pp. 23-42. San Francisco: John Wiley & Sons, Inc, 2006.3. K. A. Jehn, “A multimethod examination of the benefits and detriments of intragroup conflict.” Administrative Science

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michelle E Jordan , Arizona State University; Mia Delarosa

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

). Engineering in the K-12 STEM standards of the 50 U.S. states: An analysis of presence and extent. JEE, 101, 539-564.4. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntembakar, S, Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design™ into practice. Journal of the Learning Sciences, 12(4), 495 - 548.5. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., & Ryan, M. (2004). Promoting deep science learning through case-based reasoning: Rituals and practices in learning by design classrooms. In Seel, N.M. and Dykstra, S. (Eds.), Curriculum, plans and processes of

Conference Session

Revitalization of Manufacturing Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Niaz Latif, Purdue University, Calumet; Steven Wendel, Sinclair Community College; Mohammad A. Zahraee, Purdue University, Calumet; Aco Sikoski, Ivy Tech Community College; Ronald J. Bennett F.ASEE, F.ABET P.E., University of St. Thomas

Tagged Divisions

Manufacturing

, ahead)? 2) What aspects are to be implemented particularlywell? Was that anticipated? 3) What aspects have been particularly challenging? Was thatanticipated? 4) Would you find it beneficial to have other individuals from yourdepartment/institution participate in the workshop(s)? and 5) Other general impressions. Theobjectives were to conduct follow-up and discuss (as needed) on each participant’s personal andprofessional development plan. Between Workshop I and the webinar three months later, participants were given theassignment to further refine and develop their personal and program expansion plans, and toconsult with their mentors periodically. During the subsequent webinar, participants willpresented their plans and engaged in

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interview participants. This work was supported by aNational Science Foundation Research Initiation Grant in Engineering Education (RIGEE) grant.Any opinion, finding, and conclusion or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References 1. Wyner, J. S., Bridgeland, J. M., & DiIulio Jr, J. J. (2007). Achievement Trap: How America is Failing Millions of High-Achieving Students from Lower-Income Families. Jack Kent Cook Foundation and Civic Enterprises. 2. Strutz, M., Orr, M., and Ohland, M. (2012). Low Socioeconomic Status Individual: An Invisible Minority in Engineering. In Engineering and Social Justice: In the University

Conference Session

Innovative Use of Technology I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharina Schuster, RWTH Aachen University; Anja Richert, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

Tagged Divisions

Computers in Education

Lifebook S761 with a 13,3 inch display and a1366x768 display resolution. The field of view was controlled with a mouse. Locomotion wascontrolled by WASD-keys, where W/S keys controlled forward and backward while A/D keyscontrolled left and right. The hardware usually results in a sitting body posture while using thedevice.Virtual Theatre. The Virtual Theatre is a mixed reality simulator which enables unrestrictedmovement through a virtual environment and therefore is used in an upright body posture.The user can move around within the environment by just walking in the desired direction.Therefore the control mode of locomotion is walking naturally. To track the movements of auser, the virtual theatre is equipped with 10 infrared cameras. They

Conference Session

Mathematics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eliud Quintero, Tecnologico de Monterrey (ITESM); Patricia Salinas, Tecnologico de Monterrey (ITESM)

Tagged Topics

Diversity

Tagged Divisions

Mathematics

. Revista Latinoamericana de Investigación En Matemática Educativa, 12(3), 355– 382. 5. Noss, R., Hoyles, C., Mavrikis, M., Geraniou, E., Gutierrez-Santos, S., & Pearce, D. (2009). Broadening the sense of “dynamic”: A microworld to support students’ mathematical generalisation. ZDM—The International Journal on Mathematics Education, 41(4), 493–503. doi:10.1007/s11858-009-0182-8 6. Salinas, P., Quintero, E., & González-Mendívil, E. (2014). An environment to promote a visual learning of Calculus. In H. R. Arabnia, A. Bahrami, L. Deligiannidis, & G. Jandieri (Eds.), Proceedings of the International Conference on Frontiers in Education: Computer Science and Computer Engineering (pp. 425–429). Las

Conference Session

Multidisciplinary Approaches to Sustainability and Grand Challenges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Teresa J. Cutright, University of Akron

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

initialscholarship recipients left the program to pursue non-STEM majors where theycould help others and four left for that they perceived to be less time consumingundergraduate programs so that they could spend more time working or on socialactivities.In this program, NSF S-STEM scholarships were awarded to 15 students. Therequirements for students to maintain their NSF scholarship were continuousenrollment in courses leading toward a STEM degree, 3.0 GPA, and activeparticipation in the one-credit course associated with the scholarship eachsemester. The course was used to enable more one-on-one interactions betweenstudents and faculty as well as with their teammates from different disciplines.Interacting with faculty, whether in the classroom, the

Conference Session

New Teaching Pedagogies: Methods and Assessments

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Mechanical Engineering

tRAT is keyto help students to correct misconceptions in real time, and the points-scale gives the studentsmotivation to learn to work together effectively as a team without instructor input. After allteams have completed the tRAT, the instructor can give a short—typically 5 to 10 minutes—lecture clearing up any remaining confusion about the topic. Students are given an opportunity tosubmit a written appeal, as a team, of any RAT question they believe might be ambiguous. Anexample of a RAT is given in the appendix.The applications–on which the most time is spent in class–are problems that the students mustsolve as a team. The applications follow a 4-S format: Same problem, Significant problem,Specific choice, and Simultaneous report. A class

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andreas Karatsolis, MIT; Suguru Ishizaki, Carnegie Mellon University; Marsha C. Lovett, Carnegie Mellon University; Mollie Kaufer, Carnegie Mellon University; Stacie L. Rohrbach, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

/Accreditation_Documents/Current/eac-criteria-2012–2013.pdf[4] Zimmerman, Donald E., and Michael Palmquist. 1993. "Enhancing Electrical EngineeringStudents' Communication Skills." In Proceedings of the IEEE International ProfessionalCommunication Conference, Philadelphia, October 5-8: 428-31.[5] Fisher, E., Usrey, M. W., & Beaslq, H. A. (2003). OWL: A wise way to enhance engineering students’ writingskills. ASEE/IEEE Frontiers in Education Conference, November 5-November 8.[6] Rohrbach, S. ; Ishizaki, S. ; Werner, N. ; Miller, J. ; Dzombak, D. (2013). Improving students' professionalcommunication skills through an integrated learning system. Professional Communication Conference (IPCC), 2013IEEE International[7] Werner, N. ; Ishizaki, S. ; Rohrbach, S

Conference Session

Design Throughout the Mechanical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

David C. Jensen, University of Arkansas; Dennis Beck, University of Arkansas

Tagged Divisions

Mechanical Engineering

STEM outreach with a full engineering design, build, and test cycle. GlobalJournal of Engineering Education. 2012;14(3):225-232.15. Brown JS, Collins A, Newman S. Cognitive apprenticeship: Teaching the crafts of reading,writing, and mathematics. In: Resnick L, ed. Knowing, learning, and instruction: Essays inhonor of robert glaser. Vol 487. Psychology of Education and Instruction Series ed. LawrenceErlbaum; 1989.16. Tillman D, Kjellstrom W, Smith S, Yoder E. Digital fabrication scaffolds for developingpreservice elementary teachers’ mathematics pedagogy. Society for Information Technology &Teacher Education International Conference. 2011;2011(1):892-897.17. Tillman D, Ducamp G, Dejaegher C, Cohen J, Kjellstrom W, Smith S. A role for

Conference Session

Technical Session: Professional Development Opportunities for Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Marie Reck, University of Illinois, Urbana-Champaign; Anastasia Marie Rynearson, Purdue University, West Lafayette; Matthew William Priddy, Georgia Institute of Technology

Tagged Divisions

Student

andlearning center. There are two ways to approach this overlap. The first is to make the ASEEprogramming unique. On large campuses, some Chapters have found success in providingSTEM-specific content as a supplement to the campus-level content for all majors. The secondapproach is to partner with other organization(s). This approach has extra benefits; it exposesASEE and its mission to the members of other organizations and it can provide extra assistancefor planning and execution. For research-specific programming, some campuses have foundsuccess with ASEE-hosted STEM education poster sessions. While almost 90% of therespondents reported having some campus-level teaching programming, at least 65% reportedthat they are interested in ASEE providing

Conference Session

Software and Programming

Collection

2015 ASEE Annual Conference & Exposition

Authors

Priya Manohar, Robert Morris University; Sushil Acharya, Robert Morris University; Peter Y. Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

toolsthat are being developed to achieve project objectives, the work related to the development ofcase studies is described here. Historically, case studies have been as educational tools inbusiness, law and medicine but not so much in software engineering. The hypothesis is that casestudies would be effective educational tools to introduce real-world professional practices intothe classroom which would help the students in identifying and solving problems, and develop aperspective on knowledge application. In this paper we describe a set of V&V related case-studies that we have drawn from industry experiences and developed them as pedagogical tools.These case-studies cover several important topics in S/W V&V domain such as software

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Sophia L Poulos, Smith College; R. Keith Stanfill, University of Florida

Tagged Divisions

Design in Engineering Education

, Disciplines in which used, Type(s) of institutions in which used, Capstone course duration, Nature of capstone General projects connected with resource, Timing of resource usage in capstone, First (for all Resources) year that the resource was used in capstone, Notes/observations/constraints/advice Category(s) of outcomes assessed, Types of student responses required, Rubrics for scoring, Number of students typically assessed at one time with the resource, Assessment Specific Instrument testing, Scoring consistency by multiple raters, Validity or accuracy in measuring what

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen E Silliman, Gonzaga University; Toni Boggan, Gonzaga University; Vladimir A Labay, Gonzaga University; George D. Ricco, Gonzaga University, Spokane; Suzann Girtz, Gonzaga University

Tagged Divisions

First-Year Programs

attributesof the students entering the LLC and experiences within the LLC during the first semester. Theimpact of the LLC appears to be retained, via personal connections gained through studentinteractions within an engineering/computer-science focused dorm, through the remainder of theundergraduate years.Introduction Page 26.345.2Living-Learning Communities (LLCs) have been studied by a number of authors under a numberof conditions since at least the early 1990’s.1,2,3 As documented by multiple authors, a widerange of LLCs exist,3,4,5 including both LLCs focused on specific disciplines and residentiallybased LLCs. Within the realm of LLCs, a wide

Collection

2015 Northeast Section Meeting

Authors

Vazgen Shekoyan; Sunil Dehipawala

Community College (QCC). QCC typically offers 4 lecture sections of thecourse with about 30 students in each section. Weekly distribution of course hours is 2.5 hoursfor lecture, 1 hour for recitation and 2 hours for lab. The official textbook for the course wasSerway & Vuille “ College Physics” .The second author (S. Dehipawala) was the lecture instructor for two sections of the course; onesection served as a control group and the other as an experimental group. In both sections weeklyhomework assignments consisted of end-of-chapter textbook problems. The course had threewritten class tests, several quizzes and one final exam. After homework collection solutions wereposted on the course web-page. Collected homework were graded and returned

Collection

2015 Pacific Southwest Section Meeting

Authors

Mehdi Khazaeli; Camilla Saviz

for, a local non-profit helped keep students accountable over the course ofthe semester. Overall, the service-learning project context was found to be a creative and usefulway to help students learn the course topics, but assessment of outcomes revealed areas forimprovement that will be incorporated in the next iteration of this project.Bibliography1. ABET Engineering Accreditation Commission, Criteria for Accrediting Engineering Programs, 2010-11 Accreditation Cycle. ABET Inc., Baltimore, MD.2. Smith, K. A., S. D. Sheppard, D. W. Johnson, and R. T. Johnson, (2005) "Pedagogies of Engagement: Classroom-Based Practices," Journal of Engineering Education, 94 (1), pp. 87-101 (2005)3. Sevier, C., S. Y. Chyung, J. Callahan, and C

Collection

2015 Pacific Southwest Section Meeting

Authors

Rose-Margaret Itua; Sharnnia Artis

, Engineering, and Mathematics. Retrieved October 1, 2013, from http://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf.10. Bennett, J. (2005). The effects of context-based and Science-Technology-Society (STS) approaches in the teaching of secondary science on boys and girls, and on lower-ability pupils. Retrieved August 23, 2013, from http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=SqD-s-48RCY%3d&tabid=329&mid=1242.11. Hulleman, C. S., and Harackiewicz, J. M. (2009). Making Education Relevant: Increasing Interest and Performance in High School Science Classes. Science, 326, 1410-1412.12. Bennett, J., and Holman, J. (2002). Context-Based Approaches to the Teaching of Chemistry

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Grace Louise Cravens, Sienko Research Group; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

methods you would employ to gather user requirements? If you list 5 multiple methods, please rank them in order of importance. What challenges might you face when performing these requirements gathering 6 method(s)? How would you overcome these challenges? With respect to the user requirements and engineering specifications you developed for your design project: Specify the type of data you collected and from where this 7 data came from (also speak to data you haven’t collected yet, but hope to in the future). 8 Specify your methodology for collecting the data. Specify how you analyzed or brought together your data to develop user 9 requirements and engineering

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen, Unaffiliated; Jeffrey A Nason, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Harvard-Danforth Center, 10-21. http://isites.harvard.edu/fs/docs/icb.topic771890.files/OTL3-Mosteller- Muddiest.pdf 5. Angelo, T. A., & Cross, P. K. (1993). Classroom assessment technique examples. In Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.) Retrieved from http://www.ncicdp.org/documents/Assessment%20Strategies.pdf 6. Hall, S. R., Wait, I., Brodeu, D. R., Soderholm, D. H., & Nasr, R. (2002). Adoption of active learning in a lecture-based engineering class. Frontiers in Education. doi: 10.1109/FIE.2002.1157921 7. Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education 11, 113– 120. doi: 10.1187/cbe.12-03-0033 8. Krause, S. J

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Jeffrey Alan Cole, Pasadena City College

Tagged Divisions

Environmental Engineering

PCC scientists constructed the devices and evaluated the biological inputs/outputs in the system (picked biological seeds, plate counted bacteria, conducted DNA sequencing). Similar experimental set-ups were operated at both institutions. Cal Poly Pomona engineers provided support with system operation and water sample analysis. Student interaction was achieved by using: (a) Initial in-person two-hour meetings. Every semester, to break the ice and engage PCC and Cal Poly Pomona students with the collaborative work, initial meetings were hosted at Cal Poly Pomona. PCC students and the professor(s) visited the campus and had the opportunity of touring the engineering laboratory facilities. The initial meetings

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Steven D Hart, Virginia Military Institute; Philip J. Parker P.E., University of Wisconsin, Platteville; Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

Tagged Topics

NSF Grantees Poster Session

, the CIT-E community had a deeper understanding of flipping.We understood that flipping is not simply a matter of recording some screencasts for students to watchout of class. Rather, the design of the flipped classroom exercises must be intentional. The SecondAnnual Infrastructure Education Workshop is planned in May 2015 to answer the following questions,and the answers will be reported on the companion poster to this paper.  What material in the current course(s) can readily be adapted to out-of-class screencasts? The answer to this question will provide an estimate of how much class time is now freed up for active learning exercises.  What are the characteristics of an effective in-class question for the flipped

Conference Session

General Technical Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John P. Mullen, New Mexico State University

Tagged Divisions

Computers in Education

with the first answer, the first answer isnot correct. In cases 2 and 4, the instructor gives feedback on why the answer to the follow-up isnot consistent. Here are some examples: Q1’s answers are correct, o but the answer to the follow-up is, “Only A or B can drive. o Instructor’s response: Why didn’t you select the third option, (A, B, C, C)? Selected (B, C, A, D), but not (A, B, D, C). o Follow-up answer was, “Because all the other answers except the answer I choose they put B in the back and B is the driver who should be in the front (sic).” o Instructor’s response was, “You explained correctly what you did, but you got part of Q1 wrong. Please read the question more carefully next time. Q1’s answer is