Conference Session

Chemical Engineering in the Junior and Senior Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard Turton P.E., West Virginia University; Fernando V. Lima, West Virginia University; Brent A. Bishop, West Virginia University

Tagged Divisions

Chemical Engineering

Diagram for Styrene ColumnScenario Description: During normal operation, C-402 begins to vibrate to a point where theautomated safety system trips and shuts the compressor off to prevent equipment damage.In-Class Activity:Answer the following questions (assuming that restarting the compressor has been tried andhas failed): a. How do you expect T-401 to react to this change in process operation? b. How do you expect the basic control layer to respond to this change in process operation?Key prompts for instructors to ask students:1 (a) How do you expect T-401 to react to this change in process operation?Q: What is the process purpose of the compressor (C-402)?A: The compressor removes the non-condensable gases from the reflux drum and

Conference Session

Women in Engineering Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Kerry Greer, University of British Columbia; Katherine A. Lyon, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

545.5 545.5 2013 S University of South Carolina 1278.5 1212 2006 S University of Wyoming 1245.5 1243.5 2009 S Vanderbilt University 1272 928 2006 S Wayne State University 818.5 772.5 2010 S Wichita State University 1389.5 1315 2011 SAppendix B – Normality assumption checkingShown below are the Q-Q plots used for checking the normality assumption of the proportiondifferences before and after adding BME

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine M. Ehlert, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Cooperative and Experiential Education

relevant work experience would bevaluable, regardless of if that work experience was formalized through a co-op program. Thebreadth of the programs and participants in the Johnston et al. study limits what claims could bemade to the student perspective or identify specific practices that can help students learn themost from these experiences. The purpose of the present study is to document studentperceptions of learning on co-op with the intent to develop language that can help students gleanthe most from their co-op experiences. The specific research question we seek to answer is“What are the different ways students perceive learning on their co-op?”MethodsQ-MethodologyStudent perceptions of learning were documented using the Q-Methodology (or Q

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Micah Lande, South Dakota School of Mines and Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

learning goal/outcome. There were two versions of interviewquestions, faculty version and student version, trying to explore the same topics. The interviewquestions only varied slightly, asking both the faculty and the student to reflect on the expectedstudent experience. Each interview lasted approximately fifty minutes. And an emergingthematic analysis will inform other prongs of the research. Example interview questions arelisted below in Tables 1 and 2.Table 1: Example interview questions in Area 1: Classroom Experience Q: Can you tell me your perceptions about students’ expected learning experiences through the curriculum? Walk me through the classes students take? (faculty) (probe) What knowledge and skills are they

Conference Session

Mechanical Engineering Technical Session: Team/Project-based Pedagogy and Approaches

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shengyong Zhang, Purdue University Northwest; Alain S. Togbe, Purdue University Northwest

Tagged Divisions

Mechanical Engineering

) =0 x T (0, t ) = −q . (9) x 5Where k = 401 N/mK and q = 20 w. Initial condition is specified as that the temperature overthe rod T (x,0) = 290ok. The objective of the project is to build numerical models based on finite difference methodsfor predicting the changes of temperature along the rod with respect to time. The 7-inch-longrod is divided into n uniform segments, with nodes numbered from 0 on the left end to n on theright end. The first-order and second-order derivatives in the heat

Collection

2020 PPC

Authors

Neil C. Ruz

% who say people leaving their country for jobs in other countries is a very or moderately big problem Source: Spring 2018 Global Attitudes Survey, Q.52.March 24, 2020 6March 24, 2020 7March 24, 2020 8March 24, 2020 9 Foreign Students and Higher EducationMarch 24, 2020 www.pewresearch.org 10March 24, 2020 11 + 108% + 150% + 106% + 100% + 108% + 33% + 100% + 43%March 24, 2020

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chang Kyoung Choi, Michigan Technological University; Nancy B. Barr, Michigan Technological University

Tagged Divisions

Graduate Studies

this topic or subject matter, considering the peer presentations and reflections? 2. Which part of the class do you find more thought-provoking, the teacher presentation or the student presentations? 3. Did the student presentations motivate you to participate and explore other related topics? 4. Does the Q&A based on your reflection induce you to participate in the presentation? (Question changed in F' 19 to "How and why does the Q&A based on your Reflection induce you to participate in the presentation?") 5. Please write your three most valuable takeaways from your peers' presentations. 6. Do you think breaking a class into two parts (professor's lectures and the peer presentations) helps you

Conference Session

Mechanical Engineering Technical Session: Feeling the Heat - Thermodynamics and Heat Transfer

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel Raviv, Florida Atlantic University; Daniel Ryan Barb, Florida Atlantic University

Tagged Divisions

Mechanical Engineering

through the volumes worth of materialwritten on the subject in order to simplify the topic of entropy to something that is clear and easyto understand. To accomplish this, the paper contributes by (1) introducing examples ofspontaneous processes that most people should already understand, (2) providing a brief reviewof the general operations of heat engines and the Carnot cycle, (3) framing the Carnot cycle inrelation to entropy, (4) discussing non-ideal heat engines, (5) showing analogies to help thereader understand the significance of the ratio Q/T as a definition for entropy, (6) adding somebrief notes on entropy that are beyond the general scope of this paper, and (7) presentingbrainteasers designed to engage students in the classroom. We

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Hudon, Queen's University; Louise Meunier P.Eng., Queen's University

Tagged Divisions

Chemical Engineering

) − R ln(P ), where R = 8.314 kJ/(kmol.K) . • a. Sketch and label the process. • b. Develop mass, energy, and entropy balances for this evolution process. State all relevant assumptions • c. Solve the balances numerically and determine if the process thermodynamically feasible. • d. When testing the system, you realize that the process cannot be operated adiabatically, i .e., heat is lost at the boundary of the process (Q˙ B > 0). How would you change the process inlet to make the process feasible and keep the outlet streams as specified?(a) A sketch of the proposed process is given in Figure 4. ˙ b = 900 kJ/kmol

Conference Session

First-Year Programs: Cornucopia #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa Lee Tinnell, University of Louisville; Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

Tagged Divisions

First-Year Programs

negativeskewness, as confirmed through visual inspection of the Normal Q-Q plot and histograms of theGPAs. However, since both the University of Cincinnati and University of Louisville had similarskewness (-1.222 and -1.018, respectively) we chose to continue with the independent t-testanalysis toward our decision toward maintaining the two datasets. The results of the independent samples t-test indicated a significant difference,t(694.7)=4.325, p

Conference Session

Student Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alaa Abdalla, Virginia Tech; Nicole P. Pitterson, Virginia Tech ; Jennifer M Case, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Student

Bret Male Caucasian Frankie Male Caucasian Devi Female Indian Kai Male White/Pacific islander Qiang unreported unreportedThe interview questions were framed around the students’ experiences in general during theirtime in the university, with few questions focusing particularly on how they spend their time in agiven week, and the kind of activities they are involved in. The questions used for the analysisfor this paper are:Q. Could you please walk me through a recent week of studying? What does your timetable oftaught sessions and studying look like during a week?Q

Conference Session

Curriculum Development in Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marjan Eggermont, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

, Poetry road, SC Q. C. Procedural 1C. Lec. 10 - Draw 2C. Lec. 15 - What 3C: Lec. 13 - 4C. - Lec. 9 - How 5C: Lec. 14 - 6C: Lec. 8 - What (specific skills, red cross, absinthe was the main idea Inside Job (half is Haeckel’s Explain how a still alternatives can algorithms, utensil, spiderweb of the talk and why sheet) world map diagram related to works (from patent you propose techniques) is it important? Darwin? drawing) Telkes based on your dis. D. Metacognitive

Collection

2020 First-Year Engineering Experience

Authors

Ashish D Borgaonkar, New Jersey Institute of Technology; Chizhong Wang, New Jersey Institute of Technology; Moshe Kam P.E., New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology

four rooms and each room was assigned 10-12 groups. • Each group within a classroom had all unique topics (no repetition within a classroom). • All debate presentations were designed to be 6-8 minutes of presentation time followed by 2-3 minutes for a Q&A session. All groups were given oral and written feedback onPart 3 – Student Debate their presentations.Presentations • All groups made debate-style presentations that were graded based on a pre-decided(2 Weeks) rubric. The grading rubric focused on how well the debating groups explored the conflict

Conference Session

Computing and Information Technology Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caleb James O'Malley, University of Florida; Ashish Aggarwal, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

reduced, allowing for more detailed and interesting findings.3.2.5 Tests for AssumptionsIn order to understand the validity of our data set and the subsequent analysis, a few assumptionsmust first be tested which the factorial ANOVA takes into account. The assumption of normalitywas tested via examination of the residuals. Review of the Shapiro–Wilk (S-W) test fornormality and skewness and kurtosis statistics suggest whether or not normality was a reasonableassumption. The boxplot of the residuals is analyzed for a relatively normal distributional shape.The Q–Q plot and histogram are also examined for normality. The assumption of homogeneityof variance (homoscedasticity) is tested by conducting Levene’s test.Random assignment of individuals to

Conference Session

Design in Biomedical Engineering (Works in Progress) - June 24th

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Erica M. Comber, Carnegie Mellon University; Elisha Anthony Raeker-Jordan, Carnegie Mellon University; Kalliope Georgette Roberts, Carnegie Mellon University; Melanie Alexis Loppnow, Carnegie Mellon University; Andrew Hudson, Carnegie Mellon University; Wayne Chung, Carnegie Mellon University; Conrad M. Zapanta, Carnegie Mellon University

Tagged Divisions

Biomedical Engineering

Medical Technologies - Paul G. Yock, Stefanos Zenios, Josh Makower, Todd J. Brinton, Uday N. Kumar, F. T. Jay Watkins, Lyn Denend, Thomas M. Krummel, Christine Q. Kurihara - Google Books.” [Online]. Available: https://books.google.com/books?hl=en&lr=&id=OhYlDwAAQBAJ&oi=fnd&pg=PP1&d q=Biodesign+:+the+process+of+innovating+medical+technologies&ots=UsRBEPyyqy&s ig=JEg085_6KJwamOuiw5G4LxSroaM#v=onepage&q=Biodesign %3A the process of innovating medical technologies&f=false. [Accessed: 25-Jan-2020].Appendix A: Syllabus with project team, engineering subteam, and designer subteamassignments.For the fall 2019-spring 2020 academic year, all assignments were completed by the

Collection

2020 First-Year Engineering Experience

Authors

James Lenn, Wayne State University; Fatmir Menkulasi P.E., Wayne State University; Marcis Jansons P.E., Wayne State University; Jessie Mazin Yousif-Dickow; McKayla Kleinschrodt; Jeffrey Potoff, Wayne State University

Tagged Topics

Diversity

Incorporating SECMsLearning OutcomesImplementation of the current approach incorporates two new learning objectives and removesone, as shown in table 2.Table 2. Affected Learning outcomes and assessment Learning Outcomes Affected by Current Approach Assessment Read and create engineering drawings and models Added HW, Q, P, Ex Use plastic 3D printing to create functional objects Added HW, P Develop and implement simple algorithms and programs Removed HW, Q, PThe assessment methods listed in table 2 are: HW-Homework, Q-Quizzes, P-Team Projects, Ex-Exam.Future PlansThis course has been met with a high level of enthusiasm from both students and faculty. Thestudents had the

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

review of the current literature revealed no one standard for comparing students according totheir attendance to multiple exam reviews. Considering the lack of a consistent n-value for examreview attendance, we defined the “exam” group as students attending 2 or 3 collaborative mockexam reviews and the “no exam” group attending 1 or none. We considered attending one examreview as not receiving the intervention, as the student would have completed the structured,timed retrieval practice only once, which would most likely not produce significant learninggains.Definitions Used in StudyThe following terms utilized in this study are defined according to the authors’ and theuniversity’s use: ● Q-Drop: students may leave a course after the 12​th

Conference Session

Lessons Learned about Faculty Development!

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heidi M Sherick, University of Michigan; Pauline Khan, University of Michigan; Elizabeth J Bailey, University of Michigan

Tagged Divisions

Faculty Development Division

our lectures.Practices in lecturer needs assessment and engagementThe information collected from the LAC and the partnership between the champion and theteaching and learning center led to the practices related to the lecturer needs assessment andengagement. In particular, the LAC decided to conduct two college-wide focus groups to assessthe needs of the lecturers. To reach out to individual lecturers to collect detailed informationabout their perspectives and their needs, we conducted individual interviews with an initial, setof lecturers (<15%). At the same time, we conducted several support and engagement activities,such as individual professional development coaching sessions, a faculty foundations programs,a performance review Q&A

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ruth Abigail Mower, United States Military Academy; Erick Martinez P.E., United States Military Academy; Landon M. Raby, United States Military Academy; John Boyle, United States Military Academy, West Point; Andrew Ross Pfluger, United States Military Academy

Tagged Divisions

Civil Engineering, Environmental Engineering

visualize pipe flow also in terms of mass balance andintroduces how the continuity equation (Q=V×A) plays a pivotal role in understanding what isoccurring throughout the system. Since mass is conserved, as water moves through a pipesystem (assuming no leaks), mass balance parameters will dictate that the flowrate must remainconsistent even as changes of A and V occur. As Q is increased, we must increase the velocity offlow and/or the size of pipe. For a specified Q, flow can be increased by reducing pipe size.Conversely, velocity can be decreased by increasing pipe size. Essentially, the continuityequation is just the conservation of mass in terms of volumetric flow. Mass does not appear inthe equation though because water is an incompressible

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nisha Abraham, University of Texas at Austin; Nina Kamath Telang, University of Texas at Austin

Tagged Divisions

First-Year Programs

provideinstructional guidance for faculty and staff in the future. We collected survey responses for EE306 students, but had extremely limited responses for EE 307E (a course with only 22 students),so we are only able to report on the metacognitive interventions in EE 306.IV. Definitions Used in StudyThe following terms utilized in this study are defined according to the authors’ and theuniversity’s use: ● Q-Drop: students may leave a course after the 12​th​ class day with a “Q” noted on their transcript [17]. ● QDFW% rates: the percentage of students in the course who Q-dropped the class, made a D, F, or withdrew (and received a W on their transcript), in comparison to the whole student population for that course. ● SI group: students who

Collection

2019 ASEE Midwest Section Conference

Authors

Yeshaswini Baddam; Md. Nizam Uddin; Thisath Don; Eylem Asmatulu

. M., Zhao, Q., & Xie, T. (2018). 4D printing: history and recent progress. Chinese Journal of Polymer Science, 36(5), 563-575. 9 2019 ASEE Midwest Section Conference (Wichita State University-Wichita, KS)20. Tibbits, S. (2012). Design to Self‐Assembly. Architectural Design, 82(2), 68-73.21. Papageorgiou, M. (2017). 4D Printing: A technology coming from the future. https://www.sculpteo.com/blog/2017/10/25/4d-printing-a-technology-coming-from-the- future/22. Pei, E., & Loh, G. H. (2018). Technological considerations for 4D printing: an overview

Conference Session

ENT Division Technical Session: Entrepreneurship and IP

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University, University Park; Joe Tranquillo, Bucknell University

Tagged Divisions

Entrepreneurship & Engineering Innovation

: 57– 88.Erdil, N. O., Harichandran, R. S., Nocito-Gobel, J., Carnasciali, M., & Li, C. Q. (2016). Integrating e-learning modules into engineering courses to develop an entrepreneurial mindset in students. Proceedings of the 2016 ASEE Annual Conference & Exposition, New Orleans, LA.Erdil, N. O., Harichandran, R. S., Nocito-Gobel, J., Li, C. Q., & Carnasciali, M.I. (2017). Impact of integrated e-learning modules in developing an entrepreneurial mindset based on deployment at 25 institutions. Proceedings of the 2017 ASEE Annual Conference & Exposition, Columbus, OH.Fila, N. & Purzer, S. (2017). Exploring connections between engineering projects, student characteristics, and the

Conference Session

ENT Division Technical Session: Assessment Tools and Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

William J. Schell IV P.E., Montana State University; Agnieszka Kwapisz, Montana State University ; Kregg Aytes, Montana State University; Scott E. Bryant, Montana State University; Brock J. LaMeres, Montana State University; Elizabeth B. Varnes, Montana State University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference and Expositon, Columbus, Ohio, 2017/06/24, 2017. [Online]. Available: https://peer.asee.org/27454.[10] N. R. Sattele, K. M. Kecskemety, and K. A. A. Parris, "Analysis of the Entrepreneurial Mind-set Elements in Established First-year Engineering Labs: Analysis Process and Lessons Learned and Changes for the Future," presented at the ASEE Annual Conference and Exposition, Tampa, Florida, 2019/06/15, 2019. [Online]. Available: https://peer.asee.org/32089.[11] C. Q. Li, R. Harichandran, S., N. O. Erdil, M.-I. Carnasciali, and J. Nocito-Gobel, "Assessing the Growth in Entrepreneurial Mind-set Acquired through Curricular and Extra-curricular Components," presented at the first year

Conference Session

New Directions for ET

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Shenoda, State University of New York

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

Guidebook provided a number of evaluation areas onthe basis of, not only cost, student and faculty use, but perceptions of OER (mainly focused onstudent perception). The Guidebook also provided a menu of survey questions that could directlybe provided to students to evaluate these areas. Thus, the Guidebook was selected as the primarysource of questions used to evaluate the “attitudes” of students regarding OER implementation inthe CON 357 course. The survey questions used are outlined in Table 4.Table 4. Survey questions for evaluation of impacts of OER implementation. Q# Question 1 In general, how often do you purchase the required texts for the courses you take? 2 How much do you typically spend on texts each semester? 3 For a typical

Conference Session

Construction Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelli R. Kopocis-Herstein, University of Nebraska, Lincoln; Terry L. Stentz, University of Nebraska, Lincoln

Tagged Divisions

Construction Engineering

so that they can know, manage, andmotivate others more effectively. The outcome is a more fully integrated young constructionprofessional who is better prepared to plan, communicate, lead, motivate, develop, and leveragehuman relationships for stronger commitment, higher performance, and teamwork.References[1] M. Jaeger and D. Adair, "Human factors simulaion in construction management," European Journal of Engineering Education, vol. 35, no. 3, pp. 299-309, 2010.[2] J. Wang, P. W. Zou and P. P. Li, "Critical factors and paths influencing construction workers' safety risk tolerances," Accident Analysis & Prevention, vol. 93, pp. 267-279, 2016.[3] G. Ye, Q. Tan, X. Gong, Y. Wang and Q. Liu, "Improved HFACS on Human Factors of

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael S. Rugh, Texas A&M University; Donald Joseph Beyette, Texas A&M University; Mary Margaret Capraro, Texas A&M University; Robert M. Capraro, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

more. He has taught integrated math and science, elementary math methods, and problem solving in math at Texas A&M University. He is currently serving on several review boards and is Assistant Editor for the Journal of Urban Mathematics Education.Mr. Donald Joseph Beyette, Texas A&M University Donald Beyette is a master with thesis student at Texas A&M University studying abstractive summariza- tion, Q/A models, ontology, and engineering education. Current research areas are focusing on systems to model a users learning behavior with DIME.Dr. Mary Margaret Capraro, Dr. Mary Margaret Capraro is a Professor of Mathematics Education in the Department of Teaching, Learning and Culture and Co-Director of

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Rebecca Segal, Virginia Commonwealth University ; Alen Docef, Virginia Commonwealth University

Tagged Divisions

Educational Research and Methods

faculty interactions with math facultyOf the faculty who responded to the survey, two had met with mathematics faculty (Q.3). Bothhad attended the special meeting we held in the spring of 2017 and had participated in theclassroom observation opportunity, and one of them had also participated in one-on-onemeetings with math faculty (Q.4). In both cases, these meetings only changed their perceptionson faculty engagement (Q.5). The interaction that was listed as being the most impactful was themeeting/classroom observation, but the one-on-one visits also ranked high on the list (Q.6). Itdoes seem, though, that building in opportunities for faculty socialization and active exchange ofideas is important.Questions 8: Have you provided feedback or input

Conference Session

First-Year Programs: Peer Mentoring

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rezvan Nazempour, University of Illinois at Chicago; Houshang Darabi, University of Illinois at Chicago; Renata A. Revelo, University of Illinois at Chicago; Peter C. Nelson, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Jeremiah T. Abiade, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

ScienceFoundation.AppendixFigure 2 shows the plots for the comparison groups. The histograms and Q-Q plots show that thedistribution of the cumulative GPA does not follow the Normal distribution. The results of thenormality tests presented in Table 9 also confirm that. Table 9. P-value of Normality test methods for cumulative GPA for C-Groups Jarque Shapiro- Anderson- Kolmogorov- Groups/ Method Bera (J-B) Wilk (S-W) Darling (A-D) Smirnov (K-S) Not 1&2 6.338e-13 4.612e-06 2.986e-06 0.08832 PELL-Eligible 3 <2.2e-16 <2.2e-16 <2.2e-16 1.048e-07 1&2 2.174e-07 7.481e-05

Conference Session

Before the Capstone: Project-based Experiences Early in the Curriculum

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wayne Sarasua, Clemson University; Nigel Berkeley Kaye, Clemson University; Jennifer Harper Ogle, Clemson University; Mehdi Nassim Benaissa, Clemson University; Lisa Benson, Clemson University; Bradley J. Putman, Clemson University; Aubrie Lynn Pfirman, Lander University

Tagged Divisions

Civil Engineering

have dedicated faculty coordinating eachof the courses in the Arch Initiative.The following are a few sample responses from the long answer questions: • Q 1.8 - Please comment on how THE WAY THIS CLASS WAS TAUGHT helps you REMEMBER key ideas. o “Being able to actually practice skills in a real-world project definitely solidified the concepts in my mind and made me feel more confident in my abilities.” o “…Having projects instead of written exams was key to understanding what I was learning. Instead of just trying to memorize formulas for an exam, I would work a project and if it didn't work like I needed it to, I could go back and ask questions and

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vignesh Subbian, University of Arizona; Linda R. Shaw, University of Arizona

Tagged Divisions

Engineering Ethics

. Gottlieb, “Avoiding the road to ethical disaster: Overcoming vulnerabilities and developing resilience.,” Psychother. Theory, Res. Pract. Train., vol. 47, no. 1, p. 98, 2010.[6] C. Finelli, M. Holsapple, and E. Ra, “An Assessment of Engineering Students’ Curricular and Co‐Curricular Experiences and Their Ethical Development,” J. Eng. Educ., vol. 101, no. 3, pp. 469–494, 2012.[7] Q. Zhu and B. Jesiek, “A Pragmatic Approach to Ethical Decision-Making in Engineering Practice: Characteristics, Evaluation Criteria, and Implications for Instruction and Assessment,” Sci. Eng. Ethics, pp. 1–17, 2016.[8] I. Nair and W. M. Bulleit, “Framing Engineering Ethics Education with Pragmatism and Care: A Proposal,” in