Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, University of Texas at Austin

-12 schools and exposes them to science, technology, engineering, andmath (STEM) activities. Students designed a demonstration activity and presentation, metregularly with the instructor to receive guidance on the activity design, and completed preflectionand reflection assignments while preparing the activity and after the event. The secondimplementation (Cohort 2) of the project involved a partnership with the City of Arlington Parksand Recreation department to assess the city’s 96 public parks that serve its residents. Studentsorganized meetings with the community partner, designed an asset tool rubric, performed parksite visits, and completed preflection and reflection assignments to log their observations.The objectives in both cohorts

Collection

2021 ASEE Midwest Section Conference

Authors

Virginia R. Charter

Midwest Section Conferencein student learning and teaching styles. There needs to be an understanding of the variouslearning styles in order to apply the appropriate teaching style. The Felder and Silverman modelof learning styles and Kolb’s learning styles will be presented below. The Felder and Silverman model learning styles include active or reflective, sensing orintuitive, visual or verbal, and sequential or global. All learners fall into one of the two styles ineach category. For instance, a student could be an active, sensing, visual, sequential learner.The Index of Learning Styles (ILS) provides a scale for each one of these 4 categories, wheredepending upon the students’ responses, the ILS will indicate how much a student may be

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

thinking2. One aspect of self-regulated learning is metacognitive awareness. Metacognitive awareness is defined byTarricone as awareness of the learning process, reflection on learning and memory,identification of strategies for problem solving, and monitoring and control of learningprocesses3. The importance of fostering and developing student’s ability not just to reflect ontheir thinking but to become aware of and critically examine the evidence of their thinkingthat they are producing is an important aspect of metacognitive development. This raises thequestion how do engineering educators observe that students are capturing evidence ofmetacognitive awareness during the design process?This paper explores the implications of a codifying system

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Scott Schaffer, Purdue University; Daniel Gandara, Illinois Institute of Technology; Xiaojun Chen, Purdue University; Margaret Huyck, Illinois Institute of Technology; Jill May, Illinois Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

the basis identifyingmeasurement of these objectives across the four partner institutions. Section II represents apartial replication of research validating the CDTL framework. The emphasis in this study is onidentifying and measuring broad competencies as a function of doing cross-disciplinary teamwork. Thus, "cross-disciplinary" is defined in terms of team composition as in teams comprisedof multiple disciplines. The logic is then that measurement of such teams is a reflection of theteam's cross-disciplinarity.I. Development of cross-disciplinary team learning objectives and related self-efficacymeasuresMultiple theoretical perspectives are required to better understand how cross-disciplinary teamslearn and what interventions will support

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Jessica L. Buck; Bertiel Harris; Elizabeth Y. McInnis

andCommunity Services contended that service learning is an educational process by whichparticipants learn and extend through direct involvement in service that is conducted inand meets the needs of a community. It is coordinated between a school/institution andcommunity service program or targeted community group. This concept encourages thelifelong learning of participants, and includes structured time for participants to reflect onthe service experience (http://www.vaservice.org). Since technology is such an integralpart of life long-learning and our ever-changing society, the union of service learning andtechnology will afford opportunities that will enable continued growth of a globalcivilization. According to the International Technology

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Dan Burleson, University of Houston

was developed toprovide students with an open-ended, collaborative opportunity. Using the fourteen NationalAcademy of Engineers Grand Challenges, students initially investigate and find quantitativeinformation (data) related to a grand challenge. Students are provided peer mentors(undergraduate teaching assistants) and asynchronous learning modules to support narrowing thetopic, identifying the challenge and information they want to present, and finding data. The goalfor each project is to develop a MATLAB App that allows the user to interact with the data andlearn about the Grand Challenge. With regular weekly checkpoints, students are asked to developeach component, receive, and address feedback, and reflect individually on their work

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Kundan Nepal, University of St. Thomas; Jennifer E. Holte, University of St. Thomas

Tagged Topics

Diversity, NSF Grantees Poster Session

, students are provided with an opportunity forself-reflection. The current work is focused on the results from the first cohort, in the first yearof the program. Data is therefore limited, so the current work focuses on the methodology of thelearning reflection, and preliminary data collected from the five students enrolled in the first yearof the program.Methods:APEX Success series events so far have included a resume writing workshop, a session onstudent clubs and professional societies, and a panel discussion on undergraduate research. Thefall orientation event centered around hands-on activities in the campus student makerspaceworking with 3D printers. A Canvas site has been set up so that students can access materialsand handouts for each of

Conference Session

Technical Session IX

Collection

2018 FYEE Conference

Authors

Kathryn Schulte Grahame, Northeastern University; Leila Keyvani Someh, Northeastern University

Tagged Topics

FYEE Conference Sessions

programming.A series of biweekly group assignments are woven into the project-based curriculum, culminating with afinal project exhibition and written reflection. These assignments, called Milestones, assess thepresentation, graphical communication and writing skills of the teams as well as their individualleadership skills. The written reports are collected during “Town-hall Meetings” associated with eachMilestone. During the Town-hall Meetings the project manager, a role that rotates between the groupmembers during the semester, presents the progress of the project to the class using appropriate visualsand drawings (graphics) prepared in sketching software such as AutoCAD or SolidWorks. At the end ofthe presentation, the project manager is required

Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney June Faber, University of Tennessee at Knoxville; Walter C. Lee, Virginia Polytechnic Institute and State University; Alexandra Coso Strong, Florida International University; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Erin McCave, University of Houston

Tagged Topics

NSF Grantees Poster Session

, the approach becomes collaborativeautoethnography. Collaborative inquiry, in contrast to collaborative autoethnography, is a researchapproach where people pair reflection on practice with action through multiple cycles of reflection,collective sense-making, and action. The combination of these methodologies allowed us to deeply andsystematically explore our own experiences, allowing us to develop a model of professional agencytowards change in engineering education through collaborative sense-making. Throughout this process,data collection included (1) written reflections, (2) weekly meetings, and (3) framework activities.Previous works have described the design and analysis of the written reflections [1], [2] and the weeklymeetings [3]. The

Conference Session

Instructional Showcase

Collection

2024 ASEE Annual Conference & Exposition

Authors

Soo Won Shim, Illinois State University; Anthony Lorsbach

Tagged Topics

Diversity, Professional Interest Council (PIC)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: EMPATHIZE WITH THE USERSDevelop user-centered criteria: Define the problem based on users’perspectives. Capture users’ information, suggestions, values, andfeelings. Reflect on the potential impact of the criteria and outcomes. Develop user-centered criteria based on users’ needs, desires, and values.Plan: Generate multiple ideas with fluency and flexibility. Discuss teamperspectives and strengths. Generate various design ideas and recognize students' strengths in their design work. Collaboratively select a team design.Create: Build a prototype DAY 4: TEST WITH USERS Test: Present your design to users and gather feedback. Utilize

Conference Session

Integrating H&SS in Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Lionel Claris, Smith College

Tagged Divisions

Liberal Education

grounded in one’s experience.An excerpt from Foucault’s Power/Knowledge discussing the “regime of truth” was used tostimulate critical thinking about the course content. In a reflective essay and class discussion,students considered the relationship between power and knowledge in thermodynamics andbeyond. Analyzing student responses to the Foucault reading and regular course reflectionsreveals a significant shift in their understanding of classroom pedagogy, an increase in criticalthinking about the course and its subject matter, and an emergence of independent ideas thatstudents pursued further in the course.IntroductionEngineering students continually confront the challenge of bridging the gap between theory andpractice, between curriculum

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

. Page 24.382.1 c American Society for Engineering Education, 2014Determining the effect of an engineering overview assignment on first year studentsAbstractAn engineering overview assignment given in the Introduction to Engineering course aims tosupport first year students to learn about engineering, and motivate them to see it as theirfuture career. In addition to learning from the literature, students also interviewed at leasttwo practicing engineers to produce the group report and presentation for the assignment. Todetermine the impact of the assignment, a study was conducted in one of the classes byanalyzing the group reports and individual reflections written after its completion

Conference Session

Project Management and Team Issues

Collection

2004 Annual Conference

Authors

Bianey Ruiz Ulloa; Stephanie Adams

topics are: a) Why teams in Engineering: An introduction tothe need of teamwork in engineering classroom; b) Definition and differences betweenteam and group; c) Effective teams: Team effectiveness - results; d) The process of teamdevelopment; e) Team development barriers; f) Characteristics of effective teaming; andg) Team, group and individual approaches: When to use them. Each of these topics isdeveloped in more detail and presented in the lesson design forms. 3) Specifying learning methods and media: The instructional methods to useduring the training are designed following the approach know, do and reflect. Thisapproach is based on the premise that people learn by doing but also will be creative byreflecting 44. According to York

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stacy K. Firth

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

that accurately reflect the practice ofThe framework of 5 criteria becomes a system engineering without proper engineeringby which K-12 educators can evaluate the training can be difficult, potentiallyquality of an engineering activity. Educators miscommunicating engineering concepts toare introduced to and trained in using the students. Expensive third-party kits or "fun"framework during a professional development activities like Rube-Goldberg machines canworkshop. They work through qualityengineering activities and then rate other limit budgets and prioritize complexity overactivities that fit their subject or

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University and A&M College; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University and A&M College

Tagged Divisions

Engineering Leadership Development Division (LEAD)

(escape room) paired with theintroduction of psychometric/behavioral profiling, curated reflective activities, and placement ofthe event in a scaffolded series of workshops. Through pre- and post-survey evaluations andevaluation of the post-activity reflection exercise, the change in students’ attitudes towardsteamwork, self-perception of their role on teams, their perceptions of the importance of clearcommunication with teammates and their comfort level of effectively working on teams will beexamined.The Chevron Leadership Academy at Louisiana State University is a corporate-sponsored, extra-curricular leadership program. As part of this program, students attend a series of workshopscovering a variety of leadership development topics. One is a

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cole Hatfield Joslyn, University of Texas at El Paso

Tagged Divisions

Design in Engineering Education

sociotechnical nature of design to identify underlying principles that inform andguide best practices for teaching design and operationalizing humanistic purposes in engineeringeducation. Opportunities exist particularly in the open-ended, ill-defined, reflective, and socialnature of design. Leveraging these in teaching practices and curriculum promotes a broad andwell-rounded education that inspires and enables a creative and productive life, and that isnecessary to understand the impact of engineering solutions in a global and societal context. Assuch, design provides a unique opportunity to incorporate and promote the underlyinghumanistic qualities that operationalize humanistic purposes in engineering curricula.IntroductionPeters c.f. [1] developed

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Jacoby conciselydescribes service learning as “a form of experiential education in which students engage inactivities that address human and community needs together with structured opportunitiesintentionally designed to promote student learning and development” [1].The main components of community engaged learning are service, academic content, partnershipand reciprocity, and finally, analysis or reflection [2]. The service should provide support andsolutions for overcoming a community identified need, while also deepening students learning ofengineering concepts. The community engagement work provides an opportunity for students toapply their classroom learning in a real world setting, with the intention of enriching theirunderstanding of

Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung-Suk Cho, University of North Carolina, Charlotte; Candace Mazze, Univeristy of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Gary Bruce Gehrig P.E., University of North Carolina, Charlotte

Tagged Divisions

Construction

 Foundation  Insulation The instructors of the course observed and participated at all of the service projects, assessingstudent performance on assigned tasks, as well as demonstration of professional skills, such aslevel of teamwork and communication among their team members as well as with other people atthe job site. Page 23.535.3Self-Assessment and Reflection Students completed a self-assessment at the end of the semester to allow some reflection onhow the experience enhanced their interaction with the instructor and peers and their learningafter the experience. Specifically, students completed self-assessment of their

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, University of Georgia; Tracie Costantino, University of Georgia; Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, and educational psychology. His research interests span the formation of students’ professional identity, the role of reflection in engi- neering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE Educational Research Methods Division’s ”Appren- tice Faculty Award”, was selected as a 2010 Frontiers in Education ”New Faculty Fellow”, and is currently a UGA ”Lilly Teaching Fellow”. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the en

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

feel solely through written communication so their team could correctlyidentify the liquid without ever seeing it.Reflection-based homework assignments were developed to obtain students’ perception of thesegame-based communication activities as prior research showed that use of these game-basedcommunication activities resulted in positive improvement in both students’ oral and writtencommunication skills. The coding scheme for the reflections was developed using a grounded,emergent qualitative analysis. The reflections were then content analyzed by two analysts. Aninter-rater reliability measure based on Cohen’s Kappa was calculated for each game-basedactivity. The inter-rater reliability for the “Professional Slide,” “ROYGBIV,” and

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyle P. Kelly, Michigan State University; Secil Akinci-Ceylan, Iowa State University ; Xiangxiu Zhang; Kristen Sara Cetin, P.E., Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

consider the diversity of learning styles [7] that exist within this population. Learningstyles according to Felder and Silverman [8] are preferences in the way one learns that can bedefined in four dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal and Sequential-Global. Some research suggests that a good way to understand differences in individuals to supportclassroom learning is through the understanding of each person’s learning style [9]. It is noted thatlearning styles are not necessarily the only way that students can learn, but suggest theirpreferences in learning. Research also suggests that if the teaching style of teachers and learningstyles of students match, learning can best be achieved [10]. Among literature on

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Ryan Brown, Illinois State University

distinction between self-efficacy and confidence proposed by Stankov andcolleagues, we examined the engineering confidence and curiosity of a group of 29 preservice,elementary teachers across a semester of a scientific inquiry and engineering design coursewhere they engaged in curiosity journaling. We use the term curiosity journaling to describe thestrategy for writing reflections on natural and technological phenomena that an observer noticesand finds interesting. This study also expands upon the Luce and Hsi scientific curiosityframework and reflects the findings of Turner (2012) who observed that the relationship betweenreflection on content and the development of content knowledge is not direct. In addition toexamining journaling strategies that

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca D. Swanson, University of Nebraska - Lincoln ; Merredith D. Portsmore, Tufts University; Saundra Wever Frerichs, University of Nebraska - Lincoln; Ann O'Connor

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

introduce each engineering practice and lead educators through a brief (<30 min) series of questions and reflections on the individual practices. Learning Blasts and Video-Learning Modules both include videos of youth engaging in engineering, as tools for educator reflection. Learning Activities In this section of the website, users will find vetted, high-quality, engaging, and authentic engineering activities for youth. These activities are selected to support youth engagement in engineering practices and can be readily adapted to

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saeed Rokooei, Mississippi State University; Michelle Garraway, Mississippi State University; Ali Karji

Tagged Divisions

Construction Engineering

popular strategy is to have project-based learning with an emphasis on service.This approach is referred to as service-learning (SL) or community-engaged learning (CEL). Bringle andHatcher [2] describe SL as an educational experience where students participate in and reflect on activitiesthat meet identified community needs and further understand academic concepts and the broader 1context of the overall discipline. CEL provides a way for students to reflect on their experiences andinternalize them. In addition, having that practical experience helps students develop essential skills likecritical thinking and interpersonal communication [3]. Students enter higher education settings every yearto

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Haolin Zhu, Arizona State University

Tagged Topics

FYEE Conference - Paper Submission

. Can this first day activity help raise customer awareness, an importantattribute of an entrepreneurially minded engineer in first year students? To answer this question,a survey was conducted prior to the activity to gauge students’ understanding of how to approachdesign problems. After the first lab, students individually submitted reflections about their firstlab experience and these reflections were analyzed qualitatively. Themes that emerged during thequalitative analysis of the reflections were noted and the frequencies at which they appearedwere counted and tabulated.In the paper, the course and the activity will be described. Findings from the qualitative analysiswill be presented and discussed. Possible improvements to the activity

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Michael Plumley, US Coast Guard Academy; Vincent Wilczynski, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

importance to accreditation in recent years. For years, the US Coast Guard AcademyMechanical Engineering program has showcased its best work and reflected on design in thecurriculum by using a design portfolio inspired by those used by artists. The portfolio provides asnapshot of one year in the life of the program by providing examples of design work completedfor each level of the curriculum, along with reflections of educators and students. It can be usedto address many audiences including administrators, institutional benefactors, politicians,industry representatives, students, teachers, and parents. A proven template is presented whichcan easily be adopted by other authors. The template was used for portfolios presented duringtwo ABET

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Pre-College Engineering Education

Washington Andrew Davidson is a senior lecturer in human centered design and engineering at the University of Washington, specializing in physical computing and HCI. He directs the department’s K–12 outreach program, and is also a former high school computer science teacher.Dr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of

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

, Michigan Technological University As Professor of Practice - Engineering Communications, Dr. Nancy Barr developed a multi-faceted tech- nical communications program in the Mechanical Engineering-Engineering Mechanics Department at Michigan Technological University. She delivers embedded communication and teaming instruction to undergraduate students, teaches two graduate engineering communication courses, assists faculty and GTAs in crafting and evaluating assignments that reflect real-world engineering situations. Her current research focuses on gender dynamics in collaborative projects and portfolio assessment practices. The author of three mystery novels and an award-winning short story, Barr has a Ph.D. in Rhetoric

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

; providesinterdisciplinary projects of the students’ choice; and includes structured reflection as a keycourse component.This paper presents a case study on a global project where the students gained experienceworking for real world clients on problems with real world constraints and insight on howengineers impact and influence the world around them. The project was developed by theEngineers Without Borders (EWB) Student Chapter. The EWB students involved in this projectenrolled in the course to prepare for the non-technical components of the task including ethics,communication, and leadership. The course also addresses the engineering design process toassist students in applying their technical skills on the project.Through the use of study surveys and student

Conference Session

Liberal Education for 21st Century Engineering

Collection

2010 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, University of Georgia; Tracie Costantino, University of Georgia; Bonnie Cramond, University of Georgia

Tagged Divisions

Liberal Education

experiences (See Figure 2). This reflects current knowledge about how people learn,highlighting the importance of connecting academic knowledge to real-life experiences.17Figure 2: Holistic student development through the concurrent integration of the curriculum with Page 15.776.4prior and current life experiencesThe main objective of the Synthesis and Design Studio Series is for students to develop a deepunderstanding of larger systems in which engineering is situated. Throughout the four years,students will develop an understanding within themselves of the interrelationships betweenengineering, social sciences, and humanities, thus reaching a high