Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. Page 22.1082.3Table 1: Characteristics of Mentoring Relationships (based on Jacobi6)Acceptance/support/EncouragementAdvice/guidanceBypass bureaucracy/access to resourcesChallenge/opportunityClarify values/clarify goalsCoachingInformationProtectionRole modelSocial status/reflected creditSocialization/”host and guide”Sponsorship/advocacyStimulate acquisition of knowledgeTraining/InstructionVisibility/exposureA commonly measured outcome, particularly of studies of peer mentoring, was increasedknowledge or academic performance in the tutoring content area7,8. In addition to benefitsgained from developing a relationship while mentoring, the act of studying and organizingknowledge with the expectation of teaching can also lead to measurable gains

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University; Chris Jurado, Stevens Institute of Technology; Alice F. Squires, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

per se and more of a way to provide both theproject team and the DoD advisors with information about project teams’ progress. It was alsohoped that the DoD advisors would use the blogs as one means of communicating with thestudents. The prompts for the final blog prompt, at the end of the course, were more elaborateand reflective. They were:  What were the most important system-level trade-offs you had to consider during this project?  If you were to start this project over again, what would you do differently?However, the only school to complete the project in one semester and therefore the first to finishwanted the final blog to be more comprehensive and so replaced the above with the following setof questions, which we may

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas A. Litzinger, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Maura J. Borrego, Virginia Tech; Jefferey E. Froyd, Texas A&M University; Wendy Newstetter, Georgia Institute of Technology; Karen L. Tonso, Wayne State University; Peggy Noel Van Meter, Pennsylvania State University

Tagged Topics

NSF Grantees

Foundation under GrantDUE-0939823. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References1 Pimmel, Russ and Sheryl Sorby, “Writing Proposals to Meet NSF’s Expectations,” Workshop at 2008 ASEE Annual Meeting, Pittsburgh, PA, June 22, 2008.2 Olds, Bar: Evolution, Approaches, and Future Collaborations, Journal of Engineering Education, Vol. 94,No. 1, pp. 13-25 (2005)3 National Research Council, Committee on Scientific Principles for Education Research, Scientific Research in Education, Richard Shevelson and Lisa Towne, Editors, National Academy Press, Washington, DC (2002)4 National Research Council

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Craig Greene, College of the North Atlantic; Modibo Boubacar Traore, Purdue University, School of Engineering and Technology; Wanda L. Worley, Indiana University Purdue University, Indianapolis; Tarawut Boonlua, Mahasarakham University

Tagged Divisions

Architectural

? How far from home do we really feel? How different is the country and thearchitecture we are visiting and viewing?This paper explores the lessons learned, and often missed, with respect to witnessing teaching ina foreign country. It examines, describes, and reflects upon the value of experiential education,community engagement, in-classroom techniques, as well as unique S.E. Asian teachingpractices and celebrations that forge initial bonds between students and their teachers. Theseteaching lessons learned through study abroad are compared to the architectural engineeringeducation practices in North America. This paper examines methods for developing respect forteachers, for engaging in the architectural creative process and for paying respect

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

that “no researcher is neutral because language confersform and meaning on observed realities. Specific use of language reflects views and values…Wemay think our codes capture empirical reality. Yet it is our view: we choose the words thatconstitute our codes. Thus we define what we see as significant in the data and describe what wethink is happening (italics in original, p. 46-47).”30 What is important is not that we get the codes“right”, that it matches someone else’s codes, but that the description rings true, that it has good“fit” with the data. As such, the concept of inter-rater reliability has no meaning in aconstructivist study. Codes are situated in time, within a particular context, and based on aparticular researcher’s construction

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit Leuven, Belgium; Herman Buelens, Katholieke Universiteit Leuven, Belgium; Jos Vander Sloten, Katholieke Universiteit Leuven, Belgium

Tagged Divisions

Educational Research and Methods

‘Contribution to independent learning’ is constructed in the two semesters of the academic year 2006-2007, based on the items ‘Through the teamwork I learned to work more independently.’ and ‘Through the teamwork I learned how to master new information independently.’ The reliability coefficients indicate a good scale and the mean scores reflect that the students feel they are able to learn more independently through the P&O courses. 5) The next scale ‘Transfer of competencies beyond introductory seminar’ is based on the statements: ‘What I learned during the introductory lecture about the design Page 22.1150.7

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brett D. Jones, Virginia Tech; Marie C. Paretti, Virginia Tech; Jacob Preston Moore, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

Tagged Divisions

First-Year Programs

termed this approach “traditional engineering design”(TED) because it reflects a common pattern for such projects across programs in the U.S. In thispaper, we report the outcomes from interviews with PBL team members from U1 and designteam members from U2 to address the research question: How do first-year engineeringstudents in two different types of design approaches (PBL and traditional design) perceivethe role of facilitators, and how does this perception influence these students’ motivation?To address this question we examine how students describe the role of their facilitator for PBL,and correspondingly, their workshop leader in a TED environment. Based on this description,we consider how students’ experiences with facilitators impact

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie Fabert, Arizona State University; Marilyn Cabay, Ph.D., Argosy University, Phoenix; Melissa B Rivers, Arizona State University; Mary Lee Smith, Arizona State University; Bianca L. Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

experiences. Explanations of isolation and other aspects of the “chilly climate” have todate been highly abstract and theoretical.Over the past several years, researchers with the CareerWISE program, supported by theNational Science Foundation, have worked to understand and develop interventions to helpmitigate common discouragers for women enrolled in doctoral programs in STEM. CareerWISEfocus groups of graduate student women 33 and interviews with non-completers reflecting ontheir graduate student experiences 34 revealed that dissatisfaction with the departmental climate(such as experiences with isolation) was one of several major discouragers reported by the

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Raghavi Merugureddy, Purdue University ; Amani Salim, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

makesthem, more than ever to us, what Seymour calls “partners in innovation”18. Their reflections onteaching through MEAs will likely lead to transformations in MEA implementation, TAprofessional development, TA mentoring, and MEA generic and task specific support materials -all to the benefit of students’ learning through open-ended problems.II. Research QuestionsIn this study, we examine UGTAs’ experience with assessing student team work on MEAs. Theevaluation tool used by all TAs is the four-dimension MEA Rubric which assesses the studentteams’ mathematical model and its generalizability (i.e. share-ability, re-usability andmodifiability).The research questions guiding this study are: 1) What are UGTAs’ self-reported ability to apply the four

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

needed for making connections betweendisciplines and from faculty’s primary discipline to innovation. Other goals require increasingfaculty understanding of the value of cross-disciplinary collaboration, the power of reflection and Page 22.725.13other pedagogies used in the liberal arts. Examples of practical skills are recognizingopportunities for innovative curricular, co-curricular and/or civic activities, and using modernsoftware to build case study scenarios. Several of the integrated project examples used in thefaculty development work connect to the environmental and community issues that appeal tounderrepresented groups of students. All

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John S. Lamancusa, Pennsylvania State University, University Park; Laura L. Pauley, Pennsylvania State University, University Park

Tagged Divisions

Mechanical Engineering

 (verbal, written, electronic)  5) Reinforce and improve CAD/Solid Modeling skills  6) Develop and practice skills in project planning, budget management, resource allocation  and scheduling  7) Instill a philosophy of professional and ethical behavior  8) Provide guidance in applying engineering principles to open‐ended problems  9) Provide an introductory knowledge of business practices, economic viability,  environmental sustainability, and the social consequences of technology  Most of our students are not as abstract or reflective as the typical professor, and learn moreeffectively in more active modes. Dale 6 reports that after two weeks, people generallyremember 10% of what they read, 20% of what they hear, 30% of

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carroll Suzanne Seron, University of California, Irvine; Erin A. Cech, University of California, San Diego; Susan S. Silbey, Massachusetts Institute of Technology; Brian Rubineau, Cornell University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

informants begin with “lay” myths about engineering. Asthey progress through their engineering programs, their experiences raise questions about thecore values of engineering. For some, these questions lead to critiques of engineering and itsorganizing values. Through their diary entries we learn that many question whether engineeringis in fact committed to meaningful social change and humanitarian work; in their experiences atwork sites during internships, they reflect on whether engineering tasks are often too mundanewhere one only has the opportunity to focus on a small, technical problem of a larger and oftenuninteresting project; others describe a workplace dominated by men who display a tendency tobe dismissive toward (particularly young

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brent A Nelson, Northern Arizona University; Constantin Ciocanel, Northern Arizona University

Tagged Divisions

Mechanical Engineering

design the experiments.These grades reflect how grading was done on the project. If the students failed to develop acomprehensive experimental program for the project, the design portion of the grade was heavilyimpacted while the experimental procedure and data analysis and interpretation were notimpacted. Page 22.42.9Figure 1. ANOVA test results for students’ ability to design an experiment, conduct an experiment and, analyze and interpret data.Grades for the open-ended solar design project were also compared to the grades assigned to thefully structured/step-by-step laboratories assigned as part of the course. A

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven L. Shumway, Brigham Young University; SClaudina Vargas, Complex Systems Optimization Lab; Geoff Wright, Brigham Young University; Ron Terry, Brigham Young University

Tagged Divisions

International

engineering design process in addition to listing them.At any rate, these observations can help improve the curriculum design process and theclassroom process to improve internalization or better learning.Perception of learning vs. results. The results show that students' perception about how muchthey learned do not always align with the picture emerging from their responses about theirunderstanding of concepts. However, their perceptions are correct because they reflect theirexperience. For example, most, students in Groups 1 and 2 learned about maglev transportationsystems for the first time this summer. For them this was a great learning experience. Thus,while their responses to specific questions showed they had difficulties grasping the

Conference Session

Expanding the Borders of Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Ingram, University of Manitoba; Anita H. Ens, University of Manitoba; Marcia R. Friesen, University of Manitoba

Tagged Divisions

Cooperative & Experiential Education

to group participants[29].Co-op work term reports from IEEQ participants fulfill a written requirement of the IEEQprogram and are submitted to the program director upon completion of the work term. Theydescribe the nature of the work carried out and are also a reflective account from the student’sperspective of how the term fulfilled their professional and personal goals. Four of the sixparticipants submitted co-op reports for our analysis. This study complied with the university’sethics review process ensuring respondents’ anonymity, confidentiality and opportunity towithdraw without penalty, and was approved by the university’s human ethics committee. Eachparticipant in the research group has been assigned a pseudonym. For the purposes of

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Richard Schuhmann

. But the“end of shopping” is certainly a teachable moment.All technologies have life cycles, even those intended for permanence, but how these life cyclesare described varies considerably. The differences among models of the PLC is one way ofcapturing how very differently people may view the same product. Products mean profits or jobsto some, pollution or unacceptable injury and death rates to others, bring great utility or pleasure,or are an intrusive and unwelcome presence in a household, community or nation.The benefit of this analysis is to explore how what we view as design knowledge is not onlyvariable in very significant ways but how those ways reflect different world views embedded indifferent social formations and different

Conference Session

Attracting Young Minds: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya D. Ennis, University of Colorado Boulder; Jana B. Milford, University of Colorado at Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Minorities in Engineering

BOLD/GoldShirt studentsin Andrews Hall. These mentors have collaborated with other student leaders in the hall as wellas BOLD team leaders to introduce new culturally diverse activities. The cultural relevance ofthe artwork in of Andrews Hall became an issue on the radar to address. Student mentorsselected artwork for study lounges and common areas which reflect the cultures of students whoreside there. Other activities, such as a Mardi Gras celebration, are planned for the springsemester. These enhancements to the appearance of and activities in Andrews Hall will create amore welcoming environment for diverse students and an opportunity to share diverse cultureswith all students in Andrews Hall.Peer Mentoring ProgramA new peer mentoring

Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

David L. Silverstein, University of Kentucky; Margot A. Vigeant, Bucknell University

Tagged Divisions

Chemical Engineering

% 20% 10% 0%Figure 7. Adoption of textbooks. For a particular author, multiple editions may berepresented.The changes in course topics are reflected in changes in textbook coverage and the use of thosechapters. Figure 8 shows the usage of particular chapters in Fogler in both 1991 and 2010amongst those institutions reporting adoption of the text.There is general satisfaction with existing texts on the subject, though some would like to see amore concise textbook containing one semester’s coverage. Some express an interest inadditional coverage of safety topics and bioreactors. Some cite weak areas in specific textbooksin coverage of mixing, reaction kinetics, and non

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

Tagged Topics

NSF Grantees

and ability to apply concepts to new problem situations is by no means unique toour institution. Many schools face it, and some new understanding of why this is happening, andsome evaluation of whether a particular intervention improves things, will have wideimplications nationally.In 2006 the Dean of the Engineering College at our institution formed a Curriculum Task Force.The task force was charged with developing recommendations for changes in the college’s corecurriculum that would reflect and implement the Undergraduate Studies Objectives of thecollege:  Enhance the undergraduate educational environment and experience.  Enhance the engineering undergraduate curriculum and implement procedures for assessment and change

Conference Session

FPD XI: Assessing First-Year Programs, Experiences, and Communities

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of New Haven; Maria-Isabel Carnasciali, Ph.D., University of New Haven; Jean Nocito-Gobel, University of New Haven; Cory Carr

Tagged Divisions

First-Year Programs

, a scholarlyenvironment, and an ethos of relatedness among faculty, staff, and peers.” Another uniqueaspect of the work described in this paper is that we gauge the perceptions of students who haveparticipated in LLC program, as well as students who have not.Research in the area of engineering student specific LLCs is also somewhat limited, thoughprevious work has described LLCs for engineering students, finding that LLCs are effective forenhancing engagement, retention, and academic success.13-17 At Washington State University,student focus groups attribute positive gains to specific elements of the LLC including peer-facilitated study groups and seminars led by upperclassmen.14,15 Reflective essays were used toidentify common themes and

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

and per team) scheduled as “lab”sessions. In junior design, it was a requirement, while here it was optional.A questionnaire was carefully designed to get accurate feedback at the end of the semesterfor assessment. The following question was asked relating to the term project: What are your thoughts on the term project? How helpful was it to your learning? Do you recommend assigning it in future classes?In the first year, in spring 2006, the author decided that 10% of the course grade would beassigned to the term project. Subsequently, encouraged by the success obtained, he increased thepercentage to 15%, in Spring 2007, 2008, and 2009, thereby reflecting the importance he gave tothe project as a reliable partial measure of the learning

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Deniz Rende, Rensselaer Polytechnic Institute; Nihat Baysal, Yeditepe University; Sevinc Rende, Isik University

Tagged Divisions

Chemical Engineering

referee is called as offense. On the other hand, a student’s knowledge onanswering the questions after his/her presentation is called as defense. The presentation isexpected to carry interest for the audience and the student is expected to be presentable, such asspeaking fluently. Hence, the evaluation form is designed to reflect a multi-scale evaluation.Each student’s performance is a combination of (i) individual presentation performance, (ii) teamperformance (which is a unique score for the team), (iii) defense (according to the ability ofanswering the questions) and (iv) offense (according to his/her performance as a referee, whichis a separate score). The results of the evaluation forms are then averaged and the students areinformed of their

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ali M. Al-Bahi, King Abdulaziz University; Reda M Abdulaal P.E., King Abdulaziz University, Faculty of Engineering, Industrial Engineering Department; Abdelfattah Y. Soliman, King Abdulaziz University, Faculty of Engineering; Faisal I. Iskanderani, King Abdulaziz University, Faculty of Engineering

Tagged Divisions

Design in Engineering Education

learning skills in a freshmanengineering course where the students are required to develop and reflect on their learningstrategies.27The response of academia to these accreditation criteria through project based learning was notlimited to to introductory design courses. One can easily find several examples of project basedcourses in statics28, structures29, vehicle engineering30,31, architecture8, computer sciences32, energyconservation33, energy conversion34, and industrial engineering.35In the late 1990, MIT's Department of Aeronautics and Astronautics engaged in a rigorous process todetermine the knowledge, skills and attitudes that graduating engineers should possess. This resultedin a framework known as CDIO, short for Conceive, Design

Conference Session

Curricular Innovations in College-Industry Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard T. Schoephoerster, University of Texas, El Paso; Ryan Wicker, University of Texas, El Paso; Ricardo Pineda, University of Texas, El Paso; Ahsan Choudhuri, University of Texas, El Paso

Tagged Divisions

College Industry Partnerships

training will be most beneficial to individuals that have the educational maturity for the reflection, analysis, and synthesis necessary to process clinical experiences, and then to apply that learning in practice. For identical reasons, we believe engineering internships and cooperative educational experiences are most meaningful for students at the post-baccalaureate level, and that a practice-based post-baccalaureate education is the optimal pre-requisite for entry into the profession.  Incorporation of Clinical Experiences into Program Learning Outcomes The accreditation standards set by the Liaison Committee for Medical Education (LCME) explicitly state that “the curriculum of a medical education

Conference Session

Developing Systems Engineering Curriculum, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Agnes Galambosi, University of North Carolina, Charlotte; Ertunga C. Ozelkan, University of North Carolina, Charlotte

Tagged Divisions

Systems Engineering

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samuel James Boland, University of Iowa, IIHR: Hydroscience and Engineering; Michael V. Schaefer, University of Iowa, IIHR: Hydroscience and Engineering; Carmen M. Langel; Taryn Michelle Tigges, University of Iowa; Fabienne Bertrand, University of Iowa, IIHR: Hydroscience and Engineering; Marian Muste, University of Iowa, IIHR: Hydroscience and Engineering; Zachary David Hingst; Timothy James Middlemis-Brown, IIHR-Hydroscience & Engineering, The University of Iowa

Tagged Divisions

International

in students’ familiarity with both the host countries society and their waterresource engineering capacities. For both the United Kingdom and the Netherlands, students feltthat they were much more acclimated to the local society. This also led them to feel morecomfortable traveling alone internationally in general. Thus the class has been able to buildstudents’ confidence in being abroad. The perceived gains in knowledge of the water resourcesof each country reflect the impact of the thematic nature of the course. Similar results werereflected in the entrance and exit surveys of the course that travelled to Egypt. Page 22.1007.10Table 2: Key

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

as raw video were collected to capture the students’cognitive processes and strategies39. Additionally, software tracked the students’ activity on adesktop computer. Post-hoc focus group reflective interviews immediately followed the designchallenge40. The audio and video data from the design challenge, audio and video data from thepost-hoc interview, the computer tracking data, and the design artifact were triangulated forevidence of emerging themes or phenomena in systems thinking.Participants School selection. A high school pre-engineering program was chosen that had open-ended authentic engineering design as part of the curriculum. Authentic was defined as achallenge that was similar to what was experienced in industry: open-ended

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Victor Mejia, California State University, Los Angeles; Jessica Alvarenga, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles; Israel Hernandez, California State University, Los Angeles; Eun-Young Kang; Phanit Pollavith; Adriana Trejo, Roosevelt High School; Nancy Warter-Perez, California State University, Los Angeles

Tagged Divisions

K-12 & Pre-College Engineering

and subtraction, the matrices should have the same dimensions in order to perform theoperation.b. FunctionsFunction Transformations In mathematics, there are several basic functions: f(x) = c, where c is a constant, f(x) = x,f(x) = x2, f(x) = x3, f(x) = |x|, f(x) = x . Various transformations or combination oftransformations can be performed on a basic function. Transformations can cause a shift, areflection, a stretch, or shrink of the original graph. For example, we can negate a function suchthat g(x) = -f(x), which will produce a reflection across the x-axis. We can have g(x) = f(-x),which will produce a reflection across the y-axis. We can modify the function such that g(x =f(x)+ c, which will shift the original graph up by c units

Conference Session

Integration of Liberal Education into Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

ofSonnemann is not divided into understander and understandee, but involves an individual’sunderstanding of him or herself. The self in the mode of identity pulls from different sourcesboth within the conditional and unconditional realms to construct a spectrum of identity.Combining the work of Sonnemann with that of Jaspers, (Figure 2) I construct the firstframework for consideration of identity as Dasein in self-reflection; one that uses conditionalidentity and unconditional identity. Perception plays the role of guiding the self from empiricalexistence or the conditional to the existenz or unconditional. Unconditional identities in the sociological framework are those which derive from therealm outside of the physical world or, in other

Conference Session

Active and Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lauren A. Rockenbaugh, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder

Tagged Divisions

Mechanical Engineering

research.Student motivation to learn is also tied to student engagement in the learning process. Similar tomotivation, the term “engagement” has been defined in many different ways. According toBarkley, students who are engaged in the learning process “really care about what they’relearning; they want to learn” and they “exceed expectations and go beyond what is required”.These statements about engagement reflect a view of engagement that is rooted in motivation.Barkley also describes student engagement with statements like “engaged students are trying tomake meaning of what they are learning” and “engaged students are involved in the academictask at hand and are using higher-order thinking skills such as analyzing information or solvingproblems” (Barkley