Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Haolin Zhu, Arizona State University

Tagged Divisions

First-Year Programs

students’ familiarity with the Grand Challenges, GCSPrequirements, and opportunities at ASU to complete GCSP requirements, as well as theirconfidence in their interests, future completion of the program, and having a plan to complete theprogram. Results indicate that this course is successful at meetings its goals of increasingstudents’ familiarity with the Grand Challenges and the GCSP, and at helping them to identifytheir interests and become confident that they have a plan for completing the GCSP.IntroductionPreparing students to be globally competent engineers is an important task that many universitieshave taken on in recent years, many in the context of the National Academy of Engineering(NAE) Grand Challenge Scholars Program (GCSP) [1

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emma Tevaarwerk DeCosta, Northwestern University; J. Alex Birdwell, Northwestern University; Ken Gentry, Northwestern University; Richard Wayne Freeman P.E., Northwestern University; Alan R. Wolff, Northwestern University

Tagged Divisions

First-Year Programs

-year students will generally combine math, basic science, engineering analysis, design &communication, and electives to round out their courses. The scheduling concept is calledEngineering First, and is designed to prepare students to take courses in their major beginningfall quarter sophomore year. A typical schedule is shown below in Table 1, and consists ofengineering analysis, freshmen design and communication, math, and science or elective coursesover three quarters. The number of incoming AP or IB credits a student might have coulddiminish their initial load significantly, particularly as it relates to math and basic sciencerequirements the first year. Fall Winter Spring

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Olusola Adesope, Washington State University; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University; Bruce Austin, Washington State University; Robert F. Richards, Washington State University; Prashanta Dutta, Washington State University

Tagged Divisions

Educational Research and Methods

IntroductionAlthough there are many standardized questionnaires used to assess students’ self-regulatorybehavior and motivation to learn, the MSLQ is one of the more widely used in general educationresearch [1, 2, 3]. The MSLQ is a self-report instrument specifically designed to assess students'motivational orientations and their use of different learning strategies. . By focusing on the rolesof both motivation and cognition during learning, the MSLQ reflects the research on self-regulated learning, which emphasizes the interface between motivation and cognition [4, 5].Prior research using the MSLQ has found relationships between constructs on its motivationalsubscales such as: intrinsic goals, extrinsic goals, task value, control of learning beliefs, self

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

design through the first year has remainedconstant.Description of the new programThe College of Engineering formed a taskforce in 2015 to identify areas of emphasis in the first-year engineering program to ensure the undergraduate students were receiving an education toprepare them to become engineers in modern-day society. Table 1 outlines the results of thistaskforce, and the areas of emphasis were used as a basis for the changes implemented in a newversion of ENGR 101, piloted in three sections during fall term of 2016 in which there were 110students.Table 1: First-year engineering laboratory course sequence areas of emphasis. Technical communication, organization and presentation

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mohammad Usama Zahid, University of Illinois, Urbana-Champaign; Evin Scott Groundwater, University of Illinois, Urbana-Champaign; Yanfen Li, University of Illinois, Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign; Dallas R Trinkle, University of Illinois, Urbana-Champaign; Kelly Ritter, University of Illinois Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Karin Jensen, University of Illinois, Urbana-Champaign

Tagged Divisions

First-Year Programs

widely recognized byeducators and employers as critical for undergraduates [1] and are evaluated under ABETstudent outcome g “an ability to communicate effectively” [2]. Even with this focused directive,engineering students’ lack of sufficient technical writing skills remains a problem nationally [3].To complicate the problem, we find that students undervalue the importance of writing skills.Undergraduate engineering students, especially early in their college years, often do notrecognize that their careers will require extensive writing. Many students have an aversion towriting, some even citing a perceived inability to write as a motivation to study engineering orbelieving themselves to be poor writers or communications based on the myth that

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Positive Learning Behaviors and Dispositions for First-Year Engineering StudentsIntroductionWe know that students who apply to competitive engineering colleges and universities excel ontraditional measures of cognitive ability, such as GPA and standardized test scores. Despite thesequalifications, however, many students leave engineering. Their reasons include excessivecoursework and diminished interest 1, poor teaching and advising2, and lack of confidence inmathematics and science skills3. Furthermore, there was no significant difference in academicperformance between departers and persisters who started in STEM majors 1. These findingssuggest that we must look beyond students’ academic ability to help students persist

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

describe our investigation ofbelonging as a factor that might underlie issues in retention and will consider the role of supportprogramming in the formation of students’ sense of belonging during the first year of college.In the current study, we administered an online survey to first-year engineering students at twotime points: (1) the week before they began college, and (2) March of their first year. In additionto more traditional programmatic assessments, our dataset includes a number of motivational andbehavioral indicators. We assessed motivational dimensions such as goals, perceived costs ofstudying engineering, and mindset. Students also provided information about their use of campusresources, such as tutoring and peer mentoring, and

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Rachel K. Anderson, Clemson University; Maya Rucks, Clemson University

Tagged Divisions

Educational Research and Methods

in graduation explained by the construct. Including two closely related variables in thesame model can cause confusing and even misleading results. Additionally, looking at eachvariable individually allows us to use the most data since records with missing data must bedeleted listwise. In other words, a student cannot be included in the regression if they aremissing any of the variables in that regression. The coefficient, β , can be used to calculate thelog of the odds of an event (eq. 1). Positive values indicate that the presence of one unit increaseof the variable increases the likelihood of the event. In this case, the event of interest isgraduation. log(odds of event)=β 0 + β x

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

Educational Research and Methods

otherschools/colleges on campus. We have held eight collaborative workshops/events. 1. Speed Networking: The goal of these events is to begin to explore potential partnerships between engineering and other schools and colleges on campus that could lead to new curricula and course delivery models. The events focused on discussions to identify opportunities for engineering faculty to collaborate with faulty from other units to develop interdisciplinary curriculum in the areas of professional skills, social justice, humanitarian practice, peace, and sustainability. We characterize these events as Collaborative Leadership since we needed to provide a forum for different faculty to meet and begin to develop their

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2017Trailing or Failing? A Hidden Mental Health Issue: The Changing FuturesProject 1. AbstractThe ‘Changing Futures Project’ aimed to directly tackle an issue that has been long reportedin both academic and professional body spheres, that of student failure in engineering education[1,2] . It focused on the experiences of 96 Engineering & Applied Science students who wereclassified as ‘failing’ or ‘trailing’ in one or more modules. One of the unforeseen outcomes ofthe project was the high numbers of students who reported that they had been experiencingmental health problems at the time when they found themselves failing. By putting in a seriesof academic and individual support

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Colorado School of Mines; Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

; Brookfield, 1995; Mezirow andAssociates, 1990). We reflect any time we draw on prior experiences and use our interpretationsto inform our choices and actions impacting the present or future. The Consortium to PromoteReflection in Engineering Education (CPREE) has recently made considerable progress inpromoting reflection in higher education engineering programs (Sepp, et al. 2015; Turns, et al.2014; Turns, et al. 2015; Harding, et al. 2015; Carberry & Csavina, 2015; Csavina, Carberry &Nethken, forthcoming; Summers, et al. 2016). This exploration investigates two fundamentalquestions of interest: (1) how do engineering practitioners, educators, and students definereflection, and (2) what aspects of reflection are valued by these individuals

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

new modules we plan to develop shown in Figure 1. Therefore, it emerged as the mostappropriate model to use and became our primary framework.Multicultural awareness focuses on an individual’s understanding of their own social identities incomparison with the identities of members from other groups (Pope, Reynolds, & Mueller,2004). The competency of awareness encourages students to engage in critical reflection abouttheir own underlying assumptions to ensure that individuals with differing cultural perspectivesare not invalidated. Multicultural knowledge focuses on the pursuit of cultural knowledge andthe comprehension of new and or existing theories regarding race, class, and gender (Pope,Reynolds, & Mueller, 2004). This competency

Conference Session

Aerospace Hot Topic: Unmanned Aerial Systems

Collection

2017 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University

Tagged Divisions

Aerospace

) sponsored AeroDesign competitions, as well as theAssociation for Unmanned Vehicle Systems International (AUVSI) sponsored StudentUnmanned Aerial Systems (SUAS) competitions are ideal outlets for students to complementtheir classroom knowledge with hands-on experimental experience towards an Educational outcome - where students develop a deeper understanding of the interconnections and importance of class material, covered over their undergraduate career, as it pertains to achieving a specific goal – in this case, a stable and robust aircraft that reliably achieves an overall mission.Prior experience, as discussed by Phillips et. al. in [1] has shown that these competitions alsogenerate and foster important secondary channels of learning

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Tricia Serviss, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

common to all university students. Technicalcommunication is one of the most relevant and utilized across disciplines. Technical andprofessional communication genres and strategies are defined by their context and purpose in theworkplace (Hart-Davidson, 2001). Engineering students who understand how technicalcommunication works and deploy its strategies typically add three kinds of value to a technicalproject by effectively 1) designing documents that convey information in usable forms, 2)working with and refining collaborative practices to maximize collaborative output, and 3)recognizing patterns and structures across specific problems or projects as well as providingstrategic thinking that can productively impact large systems and data sets

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Teresa Lee Tinnell, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

semesters) of anengineering degree program. Engineering is a complex degree program because many studentshave to start preparing for this degree while in high school by building up their mathematics andscience knowledge. For engineering students to start an engineering degree program, they startwith calculus, and are considered behind schedule starting with a lower level mathematicscourse. Although high school students may start planning for an engineering degree programduring their freshman to senior years, many students do not know what the different disciplinesof engineering are and what they do. In Changing the Conversation 1, they show that many highschool students do not have a realistic comprehension of the practice of engineering

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Rutgers, The State University of New Jersey

Tagged Divisions

First-Year Programs

. c American Society for Engineering Education, 2017Work In Progress: The Design of a First-Year Engineering Programming CourseAbstractThis work in progress study concerns the design and implementation of a first-year programming coursefor engineering students at a large public university in the Mid-Atlantic United States. Mid-AtlanticUniversity (MAU) accepts approximately 800 first-year engineering students annually, and has anenrollment of approximately 1200 students in its fall and spring Introductory Programming Class (IPC),taught in MATLAB. The IPC is currently under redesign through the process of Backward Design[1].The research around this redesign attempts to answer the following question: How can theimplementation of non-traditional

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Petra Bonfert-Taylor, Dartmouth College; Vicki V. May, Dartmouth College; Holly Wilkinson P.E., Dartmouth College; Alicia Betsinger, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

in engineering forunderprepared students, this goal is intricately connected with the goal of increasing retention forunderrepresented students. Of all students who matriculated with an engineering interest at theThayer School of Engineering at Dartmouth College over a 4-year period, 27% are minoritystudents. A significant proportion (39%) of these students were underprepared in mathematics(defined by the level of introductory mathematics course in which they placed), compared toonly 21% of non-minority students. As we will show below, engineering dropout rates aresignificantly higher for students who are underprepared in mathematics, and we indeed see theeffects of being underprepared for our underrepresented student groups in Table 1

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez; Jairo Andres Agudelo, University of Puerto Rico, Mayaguez; Arturo Ponce P.E., University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

method focuses in the professor actively exposing theconcepts and students passively taking notes. Therefore, this method does not allow for activestudent participation and does not develop teamwork skills that are needed in a professionalsetting. By having the professor be the main character in the classroom and students act asempty vessels waiting to be filled with information, students often lose interest in the matteraltogether and oftentimes withdraw from the course or fail.Due to the previously exposed deficiencies, this study aims to improve students’ learningexperience with the objective to develop basic abilities any professional engineer must have.These abilities include: (1) ability to understand the problem (take, mold, analyze), (2

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

devolveinto solutions that students think are the best from their perspective alone rather than consideringthe needs and motivations of others5. In order to teach the entrepreneurial mindset, customersmust be integrated, in some way, into the class. However, the way in which customers areintegrated into projects varies widely in literature. There are three main approaches which havebeen identified as viable ways of incorporating customers into a project: 1) creating a fictionalsetting with fictional stakeholders5,6, 2) incorporating a real-world setting, but without directinteraction with real clients (ex. designing something for a third world population)7,8, 3)designing a product for a real client9-11. There are also other projects that involve

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University, Bakersfield; Charles Lam, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

-calculus level.Survey ToolsPre-surveys and post-surveys were designed to gauge the effects on the activity on studentattitude. The surveys contained a set of matched questions, as listed in Table 1. Each survey alsogathered additional data. On both surveys, the 5-point Likert scale was defined as 5=stronglyagree, 4=agree, 3=neutral, 2=disagree, and 1=strongly disagree, while the 3-pt Likert scale wasdefined as 3=increased, 2=neutral, and 1=decreased. The pre-survey was administered before theactivity began and the post-survey was administered on the last day of the activity. Table 1: Matched attitudinal questions on the pre-survey and post-survey. Question Type

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tom Chen, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Sourajeet Roy, Colorado State University; Anthony A. Maciejewski, Colorado State University; Melissa D. Reese, Colorado State University

Tagged Divisions

Educational Research and Methods

engineering decreased by 15%. Nationally,less than 50% of the students who enrolled in engineering curriculum complete the program [1].At Colorado State University, we typically lose 40% of our electrical and computer engineeringstudents during the first two years of their undergraduate engineering program [2]. The causes for the declining attrition trend can be attributed to many factors from socialsupport systems available to students, to low self-efficacy due to poor academic performance, tolack of perceived value and career opportunities relative to the amount of effort required to gothrough the program, to the rigid ECE curriculum structure and the lecture-style learningenvironment that discourage active and inquiry-based learning [1,3,4,5

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Briggs, North Carolina State University; Jessica Nicole Chestnut, North Carolina State University; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

doctoralstudents have favored simplicity of design and rapid data collection from local populations ofstudents.1 However, local sampling can lead to poor representation of engineering doctoralstudents among engineering disciplines and minority groups. Students from programs ofdifferent sizes and disciplines across the country are often not considered, thus hindering theability to generalize quantitative results and observe the true variability of the doctoralengineering student population.We seek to collect survey data from a minimum of 5,000 engineering doctoral students fromacross the country to examine their identity and motivation profiles within the context ofprevious academic and research experiences in STEM fields. To promote recruitment of

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah Corinne Rowlinson, University of Florida; Elizabeth Anne Stephan, Clemson University; Jonathan R. A. Maier, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

workforce.Science and Mathematics (GSSM) to 1) cultivate and maintain in-state engineering talent, 2)attract more women and minorities into engineering, especially from under-resourced schooldistricts, and 3) keep gifted students challenged while developing collegiate study skills.Beginning in their sophomore year, motivated high school students enroll in an integrated set ofcourses in mathematics, engineering, English, and science. The engineering courses are taughtremotely by the General Engineering faculty from Clemson University. Upon completion of theprogram and graduation from high school, students earn college credit hours that, upon acceptance,can be applied to an engineering degree at three universities in South Carolina, including Clemson,the

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Campbell University; Lee Kemp Rynearson, Campbell University

Tagged Divisions

First-Year Programs

family obligations outside of the university, all of whom CampbellUniversity wishes to serve.Therefore, after the two first-year LWTL courses, the Campbell University engineering facultyselected six additional courses, mandatory for all students in all concentrations, to serve as theflagship experiential learning spine of the overall curriculum. Students pursuing courseworkaccording to the recommended course schedule will have exactly one LWTL or LWTL-likecourse in most semesters. The additional courses selected are Materials Science & Processing,Statics & Mechanics, Circuits, Fluid Mechanics, and Senior Design 1 and 2. CampbellUniversity faculty are currently preparing course curricula for Materials Science & Processing,Statics &

Conference Session

ETD Capstone Projects

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Farhad Ameri, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

course as well.Product Planning (Week 1-2): In this phase, design teams are expected to understand theunderlying problem that is intended to be addressed by the final product and develop the projectsmission statement. The mission statement of the project contains the broad description of theproduct, the main assumptions, the key business goals, the primary and secondary markets forthe product, and the main stakeholders of the product. The design teams are cautioned that theproduct description that is created in the product planning phase should only identify theproduct’s basic functions and it should avoid implying any specific concept. The missionstatement serves as the project contract that defines the scope of the project and its

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of user-centereddesign (UCD) and human-computer interaction (HCI) during the mid to late 1990s. Unlikesimple descriptions of real people, personas are fictional, “hypothetical archetypes” [1]constructed from purposeful research about product users. Personas help to communicate thegoals, values, needs, and actions of targeted users and to develop empathy and interest for usersduring early stage design. Scenarios are narrative descriptions (i.e., “stories”) of “typical andsignificant” user activities that help designers define specific product features that reflect a userfocus [2]. Today, use of both personas and scenarios are widely recognized; designers mayimplement personas and/or scenarios in the context of product usage models that enable

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Soo Jeoung Han, Texas A&M University; Michael Beyerlein, Texas A&M University; Jill Zarestky, Colorado State Univeristy; Lei Xie, Texas A&M University; Khalil M. Dirani, Texas A&M University; Rodney Boehm, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mixed-methods design to lay thegroundwork for subsequent research on teams, specifically in the context of new measurementand analysis strategies for team dynamics, interactions, and learning. Research questions reflecttracking micro-level patterns of teams from project launch, through process development, to finalsolution. The research questions are: 1. What micro-level patterns of behavior a. influence the effectiveness of sharing (e.g., inclusiveness, openness, and mutual encouragement) in team member interaction? b. enable winning teams to form a cohesive identity in the initial stage of the project? c. enable teams to make the best use of available resources, including each other, mentors from

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julian Ly Davis, University of Southern Indiana; Arthur L. Chlebowski, University of Southern Indiana; David J. Ellert PE, University of Southern Indiana

Tagged Divisions

First-Year Programs

within a freshmanengineering design course in which students are asked to conceive, design,implement and operate a Six-Section Rube Goldberg machine. Often in the firstyear of an engineering curriculum there is a project based class designed tointroduce students to, motivate students about, and retain students within theengineering discipline. They also begin to instill skills such as: 1. Team Work 2. Systems Engineering through Experimentation, Testing, and CAD & physical Modeling 3. Written Communication 4. Oral Communication 5. Time Management 6. Team ManagementAt this institution, project based classes allow students to develop these skills andexpressly enforces two avenues of technical communication: between and

Conference Session

Studies in Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ryan Barlow, Utah State University; Jacek Uziak, University of Botswana; Idalis Villanueva, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Continuing Professional Development

engineering cannot possibly obtain good or effectiveteaching”1. According to Svedberg, this happens because “teachers in engineering at universitiestend to teach in the same way as they have experienced during their own studies”1. This meansthat the classical teaching culture is perpetuated because there is not sufficient training in properteaching practices for engineering educators. Though Svedberg was specifically discussingengineering educators at universities, the same conclusions apply to those at community collegesand engineering trainers in industry.Professional development for educators is not new, even for engineering educators. Suchprograms exist in several forms, at many universities throughout the world, including graduateengineering

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University, Center for Engineering Education Research; Morteza Pourmohamadi, Tabriz Islamic Art University; Sarah Abdellahi, University of North Carolina, Charlotte; Lilian Maria de Souza Almeida, Utah State University ; Yuzhen Luo, Utah State University, Department of Engineering Education; John S Gero, University of North Carolina, Charlotte, and George Mason University

Tagged Divisions

Design in Engineering Education

while expanding our understanding of how students evolve to acquire expert-level design skills. The results inform leaders in engineering education and developers ofinstructional materials and curricula, as well as teachers and designers planning classroomstrategies, of initiatives in formal engineering education. The development of educationalstrategies are explored and developed through a workshop of engineering design educators tomove students along a trajectory towards expert design behavior. Table 1 presents an overview ofthe problem, approach, and potential outcomes of this project.Background and Significance of Related WorkThere has been a significant impediment in providing quantitative empirical evidence about thecognitive behavior of