Collection

2021 ASEE Midwest Section Conference

Authors

Judy L. Cezeaux

in 1962. Themomentum for a US version of the Canadian Calling intensified in the 1960s as members of theOSPE formed a committee to establish a similar organization in the US. The committee enlistedthe assistance of the deans of the Ohio colleges of engineering and on June 4, 1970, the firstmembers of the Order of the Engineer were inducted at a ceremony at Cleveland StateUniversity. As with the Canadian Calling, the Order of the Engineer ceremony included thereciting of an Obligation and the receipt of a ring to be worn on the little finger of the workinghand. Unlike the rings of the Canadian Calling, the rings worn by Order of the Engineermembers are stainless steel. [1] The Obligation encourages engineers to reflect on the work of

Collection

2018 Public Policy Colloquium

Authors

Miriam Quintal; Otto Katt

entities: universities, scientific societies, managers of large federal facilities• Goals of ASEE Advocacy – Conducting outreach to Congress to support funding and sound policy for engineering research and education – Supporting ASEE Councils to enhance advocacy goals of deans and other constituencies – Engaging the Administration and federal agency officials to inform future programs and create new opportunities – Elevating the role of ASEE within the Washington, DC-based scientific, STEM, and higher education advocacy communities and ensuring community advocacy reflects ASEE prioritiesASEE/EDC Congressional Priorities• Advocate for Funding at Critical Agencies –National Science Foundation research and education funding –Department of

Collection

2013 North Midwest Section Meeting

Authors

Sousada Chidthachack; Mark A. Schulte; Forster D. Ntow; Jia-Ling Lin; Tamara J. Moore

Program Model For the past two decades, there has been a call from the National Academy ofEngineering, National Science Board, Industry Leaders, Engineering Education leaders andothers for a new model of engineering education that will produce engineers who will meetcurrent and future challenges to keep the United States competitive in an increasinglycompetitive global economy. One common realization is a consensus among engineering 147educators is that to better prepare engineering students, education models need to be improved,moving away from traditional ones to reflect the demands and challenges in work place.2, 8 Inresponse to the urgent needs in engineering education reform, a Midwest

Collection

2013 North Midwest Section Meeting

Authors

Luis Rodriguez; Gail Coover; Dalelia Davis; Angela Frey; George Johnson; Oumar Kaba; Andrew Pham; Kathlyn Bender

variables including motivation andachievement in the face of challenge or difficulty. Some individuals tend to believe thatintelligence is fixed, not changing over time or across contexts, an “entity theory.” Because theybelieve that ability is fixed, entity theorists [2] are highly concerned with messages and outcomesthat supposedly reflect their "true" abilities. When facing challenges, entity theorists tend todemonstrate lowered focus and task avoidance. Others tend to view intelligence as a quality thatcan be developed and that it changes across contexts or over time, an “incremental theory.”Incremental theorists tend to be more focused on improving rather than proving ability to 439themselves or

Collection

2013 North Midwest Section Meeting

Authors

Jerry Gao; Lianbo Zhu

construction companies and review their projects and data formats. • Companies and the university establish an agreement of collaboration between the 444 selected companies and classroom teaching. The collaboration assigns responsibilities for each party. • Instructors obtain the initial project data and establish the data server. The raw data will be sorted and processed to make sure the data used for classroom is live, real and reflects the actual construction practice, i.e., typical construction processes that are critical for students learning are selected. • Instructors establish the frequency and channels to update the project data with selected

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Byron Newberry, Baylor University

completeness, has to think very carefullyabout how to select, organize, and articulate the content in a clear way – that is, in a way that minimizesthe potential for questions or the need for elaboration. As a result, I found that I needed to prioritize thecontent, pick out the more salient concepts, and then script the production in a way that develops andhighlights those concepts most effectively. Of course it seems obvious that this is what we should bedoing no matter how we are teaching, but the need for doing this, in my opinion, is amplified in this modeof delivery and has caused me to reflect on this issue in a more concerted and explicit way. As a result, Ifeel I was able to streamline and clarify the material in a much more focused way, at

Collection

2021 First-Year Engineering Experience

Authors

Olukemi Akintewe, University of South Florida

finalproject showcase. Three sets of surveys not listed in this paper were conducted to assess students'perceptions of the course. First, pre-course questions gathered students' location and preferred teamrole assignment in the first week of classes. Students were then paired into a team of up to 5 studentsbased on their survey entries. The second survey was conducted during the mid-semester to analyzestudents' experience in the course with the intent to circumvent any pitfalls before the completion ofthe project. The third survey evaluated student perceptions of the course, robotic project, teamassessment, and self-reflection using an adapted form of the Wabisabi Learning 25 Self-Reflectionquestions.Results and DiscussionIn the COVID-19 pandemic, the

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Harley H. Hartman P.E., Pennsylvania State University, York Campus

reflect the insight that is gained by seeing various areas that were discussed inclass being used together to create a working system. Although this is a unique system, it servesas an example of the benefit of exposing students to actual applications of the materials learnedin multiple classes in the academic setting. It enhances student’s understanding and appreciationof the knowledge gained in the classroom [3]. Exposing the students to a single system whichutilizes materials learned in multiple classes provides a perspective for the materials learned andhow they are interrelated when applied in industry. In the future, a questionnaire given to thestudents relating to the tour or demonstration could give greater insight and the ability to

Collection

2003 GSW

Authors

Ronald E. Barr; Marcus G. Marcus G.; Anthony Petrosino; Lawrence D. Abraham; Tejas Karande; Bijal Patel

) move when youwalk?” The VBL Challenge I was presented to Group A and Group B in different manners.Group A (control) received a traditional packet of homework assignment. The packet includedsome papers for reading, a floppy diskette with some Excel spreadsheets, and five writtenexercises. This was essentially the same work that Group B was given.The VBL Challenge I was presented to Group B (trial) using a Prometheus internet website athttp://pro.engr.utexas.edu/ with simple user name and password protection. Once they accessedthe site, students were confronted with the HPL Legacy Cycle framework for the instruction.The content of the website had the following Legacy Cycle features.Look Ahead & Reflect BackIn this initial stage, the learning

Collection

2003 GSW

Authors

David L. Cocke; John L. Gossage; Emrah Alicli; Beytullah Misirli; Kuyen Li

,searching out meaning, triggering memory, exhibiting what is known and reflecting on how itwas learned, is being strongly impacted by technology. Accelerated learning, which isrationalized by examining Gardner’s eight distinct intelligences: linguistic, logical-mathematical,visual-spatial, musical, bodily-kinesthetic, interpersonal (social), intrapersonal and naturalistic,has several elements that are particularly impacted by technology. Engaging as many senses aspossible promotes full utilization of the intelligences and emotional learning systems. Many ofthese are accessible to convergent technology. One of the most important of these is the visualsense.Visual learning, the use of static and dynamic images to enable and enhance learning, is

Collection

2008 GSW

Authors

Michael Sheyka; M.M. Reda Taha; T. Khraishi; I. El-Kady; Mehmet F. Su

IntroductionPhotonic crystals (PC) are synthetic materials that can be used to control lightpropagation. PC have a frequency bandgap where light is forbidden to propagate. Thisbandgap is strongly tied to the microstructure of the photonic crystal. Three dimensionalTungsten photonic crystal in a Lincoln-log microstructure has been suggested as analternative filter in photo voltaic cells with significantly high power efficiency.Mechanical characterization of Tungsten PC can be performed using means of micro-indentation. Figure 1 represents the general structure of a bangap for a photonic crystal. Figure 1. Photonic bandgap of PC (bandgap is the region with100% reflectance) Figure 2. Isometric SEM image of Tungsten PC

Collection

2008 GSW

Authors

Eddie Miller; Chun L. Huang

. IntroductionSince the seventeenth century, science and engineering have developed in both theory and actualexperimentation. The two have continued concurrently to allow scholars, scientists, and engineersto understand the natural phenomena of fluid flow and other phenomena in nature. Furthermore, theundergraduate engineering and science curricula also reflect this tradition. However, with theadvancement of high-speed digital computing and the development of accurate numerical algorithmsfor solving physical problems with this new computing technology, we have been introduced withinthe last half century to a new approach in the way we study and practice science. Computationalfluid mechanics along with a solid background in theoretical and experimental

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

Tagged Topics

NSF Grantees Poster Session

the supportprogram of this project was published to an educational conference [6]. Also, the results of theimplementation of an introductory course (ENR194) and its impact on students’ academic successand retention was published to an educational conference [7]. In addition, the progress of theproject has been disseminated through two poster presentations [5], [8].Moreover, engineering identity focused interviews with Cohort I Scholars have been conductedand the results have been disseminated by R. A. Revelo et al [9].ConclusionsWe have recruited 31 scholars of which two left the program because of personal issues. Bothcohorts of scholars come from a diverse background that reflects the student diversity on campusand college demographics

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

example, Lutz（2017）found that thelearning experience of professional engineers occurred mostly through typical tasksrather than systematic learning methods[19]. Davis &Vinson（2017）explored theinteraction between senior engineers and novice engineers, and pointed out that theguidance provided by mentors was often formalistic instead of valuable [20]. Korte(2009) concluded that the establishment of interpersonal relationship is the key forindividual to quickly learn something and to integrate into the organization [21].Moreover, reflective discussions were also an important learning method whenengineers could not fully map the current problems to existing technical models [18],[22].Theoretical framework Cognitive apprenticeship is a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

focused on developing students’ competence forteamwork and communication, along with other social competencies needed in the workplace.Faculty described their efforts to design courses affording students a variety of experiences andthe opportunities to reflect on these experiences. Students reported that guest speakers andcompany-based projects afforded them opportunities to develop their professional networks. Animportant resource for experiential learning comes from others via development networks, whichexplain the learning and development acquired from ‘constellations’ of developmentally orientedrelationships experienced in various social contexts [27]. Rich developmental networks inlearning ecologies enrich students’ experiences and

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

-solve space (P3) and the other three spaces. Where P3 can be thoughtof as the applied, actionable problem-solving space in which students perform computations andcarry out plans, the other three spaces encompass more complex processes like planning,reflection, and conceptual problem solving. Thus, it is within these three spaces that the majorityof metacognitive processes take place. We know from previous work that without scaffolds,collaborative problem-solving interactions are dominated by attempting to solve the problem(P3) [8], meaning that most of the problem solving during the task is computational. However,when provided with explicit scaffolds that supported the implementation of other problem-solving spaces, groups tended to score

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Topics

NSF Grantees Poster Session

. Diefes-Dux, University of Nebraska - Lincoln Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She also focuses on the implementation of learning objective-based grading and reflection. American

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

Tagged Topics

NSF Grantees Poster Session

list of topics that become the centerpiece of thedesign. Backward design models start with the forward design’s final step (the assessment andfeedback) and evolve towards the forward design’s initial stage, the contents [9]. Thecomponents of the chemistry bridge course design are shown in Figure 1. Figure 1: Components of the chemistry bridge course design.The learning goals, feedback and assessment, and teaching and learning activities are the threecomponents representing the critical decisions to address in the design. The model emphasizesintegrating the three components; they are intimately related and mutually influenced andsupported. The activities must reflect the goals and intended outcomes and lead to

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, combining the Fall 2019 and Winter 2020 data for a totalof 226 responses. The total incoming freshmen class consisted of roughly 450-500 students, sothe responses were gathered from more than half of the class. These data are useful inunderstanding incoming student preparation, and which areas they may perceive as relativestrengths because of this preparation.We present here the data combined from Fall 2019 and Winter 2020 data, summarized in table 1below. For the areas of project management and secondary research, the majority of studentsgenerally perceived that they had enough or a lot of knowledge in these areas, as reflected byboth their self-reported knowledge and an analysis of their narrative responses. Appendix Aincludes the full survey

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

Tagged Topics

Diversity, NSF Grantees Poster Session

social justice movement motivated by the death of George Floyd alsoled IEC to rethink part of the workshop series. In the summer of 2020, IEC leadership posted thefollowing statement on their website.The world witnessed George Floyd's horrific death captured with cell technology. The blatantdisregard for his life and that of so many others like Ahmaud Arbery, Sandra Bland, MichaelBrown, Philando Castile, Eric Garner, Botham Jean, Atatiana Jefferson, Trayvon Martin, TamirRice and Breonna Taylor is inexcusable and demands justice. Systemic racism must stop!We use this moment to call on all IEC members to reflect on the brutal murder of innocentAfrican Americans and to consider ways to change our institutions. We can no longer tolerateracism

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Student

concept of perfectionism, research methods and findingsof it, and a method to cope with it that can simplify our life.A brief overview on Perfectionism Terms and DefinitionsThe American Psychological Association (APA) defines perfectionism as “a tendency to demandof others or oneself an extremely high or even flawless level of performance, in excess of what isrequired by the situation” [1]. In this paper, the focus is on the demands of oneself that lead tomaladaptive behaviors and feelings like procrastination and paralyzing anxiety. This approachincludes perfectionism cognitions and perfectionistic self-representations.Perfectionism cognitions are the automatic thoughts that reflect the need to be perfect andawareness of imperfections whereas

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

5members’ academic success. The research will also be extended to other community collegesthat do not provide opportunities for engineering organizations, and we will compare them to4-year institutions that yield plenty of opportunities for student participation.ACKNOWLEDGEMENT Ruzica Todorovic and Bridget O'Connell This material is based upon work supported by the National Science Foundation under Grant No. DUE-1832553. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Wright College IRB protocol # 108007

Conference Session

Innovative and Impactful Engineering Leadership Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Seth C. Sullivan, Texas A&M University; Maria Polyzoi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

meet at least 3-4 times over thecourse of the three-month semester, and had the option of continuing meeting if deemedmutually beneficial by both the coach and the participant. The students or graduates (hereafter“participants”) in the coaching program were all highly successful students or graduates, and allhad been selected for a highly-competitive leadership development program for engineeringstudents. The meetings between coaches and participants were allowed to develop organically,according to coaching best practices. [3] Participants were allowed to pick the areas they wantedto develop. Coaches then guided participants towards creating a vision and setting goals byasking questions, reflecting back observations, and facilitating

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

, and (3) talk about criteria.We ask: What teacher prompts, questions, contributions, and strategies do PSTs notice withrespect to each of these features within teachers’ discussions? We explored this question withintwo engineering education courses at two respective college institutions; 14 PSTs across thosecourses participated in the study. Data collected were PSTs’ independent coding of one teacher’sdiscussion transcript (the other was coded for the PSTs); a transcript of the synchronous classdiscussion within each course about what PSTs noticed about how the teachers addressed eachfeature; and PSTs’ written reflections about strategies these teachers used with respect to eachfeature.Findings suggest that while most PSTs were able to notice

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Herbert Li, University of Michigan; Robin Fowler, University of Michigan

Tagged Divisions

Student

the literature for constructs relevant to teamwork, butto keep the surveys short, they are single-item and sometimes even double-barreled, based onuser testing conducted by the Center for Academic Innovation. Figure 1. Students can use numbers between 1-7 to quantify their agreement/disagreement with each statement after reflecting on themselves. $Course is replaced by tailored text.Cluster analysis can be used to divide the students into clusters based on students’ patterns ofagreement and disagreement with the statements above. Each cluster represents students of acertain type or behavior. Each cluster will be marked as having the highest or lowest averageratings of certain metrics. For example, if students in Cluster 1

Conference Session

Engineering Libraries Division Technical Session 1: Diversity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anamika Megwalu, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries

]. Ina small group, learners have greater control on self-directed learning and have the opportunity topractice self-reflection and self-discipline [23]. These skills are essential for lifelong learning[23]. Small group discussions promote deep, rather than surface learning [24]. Despite many advantages, small group discussions can be a challenge for many students.According to [25], “ Many of the difficulties arise because group work involves the comingtogether of groups of individuals, each with their own knowledge, attitudes to learning, sets ofexperiences and personalities.” In a typical classroom, diversity amongst students is inevitable,even amongst domestic, English speakers. Students’ social and communication behaviors

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John M. Pfotenhauer, University of Wisconsin - Madison; David J Gagnon, University of Wisconsin - Madison

Tagged Divisions

Mechanical Engineering

regimes and back.6. Students track initial and final values of u and v in response to a constant pressure addition of heat. Using the first law, they determine the total amount of heat added during the process.Results and FeedbackSpring 2021 resultsStudent performance on the homework assignment requiring use of ThermoVR was excellent. Atotal of 10 points were awarded for completing the assignment with an additional 3.5 points ofextra credit awarded for completing activity 6 in the above list. All students in the classcompleted the assignment and the class average was 11.4 reflecting that a significant fraction ofthe class also successfully completed the extra credit portion of the assignment.The fourth activity in the above list illuminates the

Conference Session

Teaching Professional Skills in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie G. Wettstein, Montana State University - Bozeman; Jennifer R. Brown, Montana State University - Bozeman

Tagged Divisions

Chemical Engineering

higher levels of career advancement[4] andsurveys indicate that practicing engineers spend a large portion of their work time writing orspeaking; however, feedback from industry indicates a lack of communication skills in manyengineering graduates.[5] Therefore, so-called “soft” skills, recently redefined as “professional”skills, need to be learned within the engineering curricula and be transferable to the engineeringworkforce. As expected, communication is recognized as a core transferable professionalskill,[2] which is reflected in current ABET criteria[6] and publications such as The engineer of2020,[7] prompting pedagogical changes in engineering curricula.[8, 9] At the author’sinstitution, feedback from alumni surveys and the departmental

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

following: • Brief and to the point: simple graphics, several pages, or 10-minute modules • Unified format and context • Materials support key skills in the roadmap, not each item • Focus on a practical, how-to approach • Context and examples in the materials is a competition team or closely related • Materials introduce concepts and templates that can be immediately applied • Presentation reflects a unified, consistent, and professional approach across all materialsTable 2 below suggests several initial training modules/videos that would be useful for facultyadvisors and student leaders. Training Module Title Topic Competition Team EML Overview of diagram and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Shari Weaver, Worcester Polytechnic Institute; Gretchen Fougere, STEM Leadership Advisors

Tagged Divisions

Pre-College Engineering Education

highlightthe favorable working environment of teaching, as well as dispelling myths about salaries [17]. We learned about the need for the teacher candidates to feel better prepared to work withstudents in urban high-needs schools, which are often times very different their own personalexperiences. A possible way to overcome this barrier is for the TPP students to spend more timewith the youth in our local community-based organizations in informal contexts [18]. Thus, weimagine authentic, immersive pre-practicum experiences in our local city, such as tutoring andparticipating in afterschool programs that serve the K-12 students from low-income and highlydiverse areas [19, 20]. Guided reflection and discussions are also to accompany these