Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

bybeing involved with design. All of the faculty/staff interviews were audio recorded, and fourwere transcribed and coded for key insights.iThese insights were then used to develop a pair of surveys to gather feedback from students whohad been involved in the Design Certificate Program and DFA: one survey for alumni and onefor current undergraduates. The surveys were essentially identical in the sections that collecteddemographic information, the students’ experiences with design, and what benefits they felt theyhad received from design at Northwestern, but the alumni survey also included a section thatasked alumni to reflect on the skills they gained from being involved with these design programsand how their design experiences affected their

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Thomas M. Philip, University of California, Los Angeles

Tagged Divisions

Engineering Ethics

their jobs: these aren’t CEOs who are terminated withgolden parachutes, but people, already poor, whose source of income is further being harmed bythe arrival of corporations.Janine also explicitly evaluates the work of informal waste-workers, mentioning multiple timesthat they are doing a good job. This reflects the view taken in the video, but the highlighting andthe repetition of this in the utterance is Janine’s. The evaluation happens through two devices: (i)Janine as the speaker tells the other participants that the informal workers were good (line 5-9),and (ii) Janine acts as the voice of the informal workers, quoting them (line 18-20). This alsoserves as an evaluation of the companies, who emerge in Janine’s utterance as being worse

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Schmitt, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology; Ted A. Conway, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

wherestudents may be of different demographics than those they will ultimately design for. Upongraduation, students will be expected to design solutions for handicapped or elderly individualswho are from a completely different background 3,29.Within the context of engineering design, the term “empathetic design” has emerged as animmersive design experience meant to help designers understand the needs of the end-user.Empathetic design is defined by Battarbee 30 as the ability of an engineer to immerse themselvesin the lives, environments, attitudes, experiences, and dreams of end users. Further, thisimmersive experience should be reflected in the design requirements 31. This experience is oftenrecommended in various user-centered design

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

pseudonyms), was much slower than the class norm (e.g., in labprogramming assignments), and two students appeared to particularly excel. By the end of terminterviews, the professor and other students could pick out who in particular was struggling andslow, as could Isaac himself, who reflected “I just don’t think I have the brain for programming.”This happened, in spite of the fact that programming in the professional world is rarely a timedactivity with “winners” easily noticed, and in spite of the fact that the students with whom hecompared himself arguably did not belong in an introductory programming class. Specifically,two out of the five students arrived through non-traditional pathways (a second bachelor’sdegree, a community college transfer

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Nada Marie Anid, New York Institute of Technology; Marta A Panero, New York Institute of Technology; Nicole Simon, Nassau Community College; Yeong Ryu, State University of New York, Farmingdale; Barbara Hillery, SUNY Old Westbury

Tagged Topics

NSF Grantees Poster Session

energy minor, internships, and related activities of the consortium http://liaec.aertc.org/education.htm  Co-development and use of templates for electronic portfolios, used by students in the minor program to document evidence of learning, collect reflections, and assess student progress, both in the minor and in internships related to minor program requirements.  Several consortium meetings held to assess progress, discuss obstacles, and collect information on cross-registration and course development.Energy Education ModelSeveral learning objectives were established for the minor in energy science, technology andpolicy (ESTeP). The goal is that when students complete the minor, they should be able to: 1. Understand

Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, Education Consultant; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

-term process of defining mutually agreeableGraduate Attribute Profiles and Professional Competency Profiles for the three principalcategories of practitioners—engineers, engineering technologists, and engineering technicians.The Graduate Attribute Profiles are three sets of assessable outcomes, each of which reflects agraduate's potential to acquire the competence necessary to practice within a given category. TheProfessional Competency Profiles define the elements of competency that a practitioner isexpected to demonstrate at the time of attaining registration.* The IEA Graduate Attribute andProfessional Competency Profiles are, by design, applicable to all engineering disciplines. TheIEA adopted the first version of these profiles in June

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

First-Year Programs

in mechanical engineering at ASU. Her interests include innovative teaching pedagogies for increased retention and student motivation, innovations in non-traditional delivery methods, as well as structured reflective practices throughout the engineering curriculum.Dr. Benjamin Emery Mertz, Arizona State University Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He is currently a part of a lecturer team at Arizona State University that focuses on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. He also teaches

Conference Session

Diverse Issues in Renewable Energy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Efrain O'Neill-Carrillo, University of Puerto Rico, Mayaguez Campus; Agustin Irizarry-Rivera P.E., University of Puerto Rico, Mayaguez Campus; Cecilio Ortiz, University of Puerto Rico-INESI; Marla D. Perez-Lugo, University of Puerto Rico, Mayguez Campus

Tagged Divisions

Energy Conversion and Conservation

undergraduate students. The engineering professors delved even further intothe energy policy process by participating in the governing board of the largest electric utility inPuerto Rico and as advisors to the Governor. Policy actions from engineering professors andstudents played an important role in the passing of a comprehensive electric sector reform inMay 2014. The paper also presents university education efforts (supported by a DOE grant) thatprovide the electricity sector workforce and stakeholders with tools and knowledge needed toimplement the reform mandated by law. The paper concludes with assessment results from a newcourse created once the professors returned to UPRM, a reflection on the background requiredfor effective energy policymaking

Conference Session

Division Experimentation & Lab-Oriented Studies: Electrical and Control Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Harry Courtney Powell, University of Virginia; Maite Brandt-Pearce, University of Virginia; Ronald D. Williams P.E., University of Virginia; Robert M. Weikle, University of Virginia; Lloyd R. Harriott, University of Virginia

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

experiential nature of our approach, the second half of the class meetingperiod is dedicated to a sequence of “mini-projects.” These mini-projects take the form ofadditional homework problems in which students are asked to perform a set of measurementsand address a set of questions related to the project. By way of example, typical "mini-projects"for transmission lines include measuring characteristic impedance, propagation delay, standingwaves, and the determination of unknown loads by observing reflections, and the design andconstruction of impedance matching circuits and power splitters. A sampling of our experimentalhardware is shown in Figure 21 : (a) shows an image of an “artificial transmission line”(consisting of series of surface mount

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna M. Riley, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

through experience and reflection, 39 throughencountering different ways of knowing. There is no room for critical thinking and reflectiveaction. 40 Most important, lifelong learning is foremost about a love of and passion for learningitself, rather than focusing exclusively on the discrete knowledge that is acquired. As Deweywrote “The most important attitude that can be formed is that of desire to go on learning. Ifimpetus in this direction is weakened instead of being intensified, something much more thanmere lack of preparation takes place” (48). 41 With these reductionist misconceptions aboutknowledge and learning, it is clear that a concept like lifelong learning didn’t stand a chance.Many of these omissions are in fact related—one needs

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

communitiescommunity?”Pragmatic “Concepts Transparency “Knowledge Present results to designValidation – “Do underlying research Empathy produced… educators andthe concepts and design… Open-ended and meaningful in the researchers and discussknowledge claims compatible with non-leading social context applications and utilitywithstand reality in the field” questions underexposure to the investigation”realityinvestigated?”Ethical Validation Interview conducted Relaxed and Study results reflect Potential

Conference Session

Online, Hybrid, and other Virtual Learning Environments

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; Brittany Paige Mihalec-Adkins, Purdue University; Nathan M. Hicks, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Peter Bermel, Purdue University; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

instruction to the needs of the intended learners isan undeniably critical component of teaching. Smith and Ragan refer to this process asinstructional design and define it as a “systematic and reflective process of translating principlesof learning and instruction into plans for instructional materials, activities, informationresources, and evaluation” (p. 4).7 Further, Smith and Ragan assert that understanding thelearners, which requires consideration of learners’ needs and goals, is not only necessary butcentral to successful instructional design.7 Regardless of educational platform, instructioncannot be appropriately designed to meet the needs of the learners and ultimately produce thedesired outcomes without a comprehensive understanding of the

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

considerations in the design of the course. This sociable environment and desirable community represent the next factors in themodel, Campus Connectedness and Sense of Community. Lee and Robbins have identified socialconnectedness as an aspect of the self that reflects individual awareness of interpersonalcloseness with the social world as a whole28-30. Campus connectedness is the characteristic ofsocial connectedness relating to a student’s connectedness and feelings of belonging with theirpeers in the context of a college environment31. While the collaboration that occurs in learninggroups is found to be an important factor to student persistence, it is the responsibility of aninstitution to provide an encouraging environment beyond the

Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Michael Wilson, Purdue University, West Lafayette

Tagged Divisions

Mechanics

them would be very reflective of the problem they were asked to solve. Othersworked the problem on paper and consulted the video only when unsure about a step, orsometimes to confirm that their approach was correct.Observation 2: High-achieving students watched the video during the experiment lessFigure 3 shows fixation time and dynamics course grade as a function of performance on theproblem completed during the laboratory experiment. There is a visible cluster of students whoperformed well in the course, performed well on the experimental problem, and had low fixationtime. This observation is consistent with the notion that high-achieving students need fewerinstructional supports than other students—this is why they are high achieving. Even

Conference Session

Promoting Multidisciplinary Efforts

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chan Ham, Kennesaw State University; Jasmine Cherelle Washington; Steven Howell Sims, Hopewell Designs, Inc.; Kevin Stanley McFall, Kennesaw State University

Tagged Divisions

Multidisciplinary Engineering

performed for the project helped in professional readiness. I have frequently performed such comparisons when selecting components such as servo motors and controllers [b]. ” • “All of the members of the group brought different skill sets to the project. This was a benefit as it bought several viewpoints. Working in an engineering field requires much of the same collaboration [c].” • “I have found the design process for this project to have reflected actual engineering design progressions in professional experience since graduation [a, b]. This class was valuable not so much for the technical skills practiced, but in gaining a level of experience and trust in the structured design process as a tool

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rui (Celia) Pan, Toyota Financial Services; Randa L. Shehab, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

, or reliance on the prospective member to take initiative toparticipate. Earlier work identified the fallacy of the open recruiting narrative.20 Formalrecruitment procedures are by-passed in favor of network friendships, excluding those who donot have high levels of cultural and social capital. Even though teams recruited at college ofengineering-wide events, they continued to be populated primarily by white male ME studentswith pre-existing friendships and other connections. Due to the effects of homophily andtransitivity (explained earlier), both team membership and leadership were limited to a cadre ofstudents with high social capital.19, 20 The survey results presented here reflect the samehomogenizing influences.Persistence barriers

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

). Categories not relevant to active orinteractive pedagogies removed from original framework. Lecture and guided practice categories added.These strategy descriptions were used to create survey items for student self-report measures(example items are including in the measures section below). The first six instructionalapproaches align with Chi’s (2009) descriptions of interactive learning, and the last two alignwith Chi’s (2009) descriptions of active learning. Although not entirely comprehensiveaccording to more recent accounts (Borrego, et al., 2013), the categories likely reflect manyforms of instructional strategies students engage with in their engineering courses and can beused to conduct a multidimensional examination of classroom

Conference Session

Institutional Capacity and Supportive Structures in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert W. Whalin, Jackson State University; Ismael Pagán-Trinidad, University of Puerto Rico, Mayaguez Campus; Evelyn Villanueva, US Army Engineer Research and Development Center; David W. Pittman PE, US Army Engineer Research and Development Center

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

described was not incentivized by agency or ERDCfunding of the UPRM. The origin of the initiative was federal government policy tostrive for a workforce with demographics reflective of the national population orreflective of the demographics of the population of engineers and scientists. Laws,policy, executive orders and regulations encouraged recruitment strategies for allgovernment organizations to ameliorate the disparity that exists for underrepresentedgroups in any government organization. A compilation of the metrics documentedthroughout the paper forms the framework for the partnership assessment. Table 10summarizes eight activities along with a metric for each activity and a column thatprovides the authors evaluation of the benefit (either

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

Tagged Divisions

Pre-College Engineering Education Division

deviate from the design cycle. For example,instead of developing prototypes that provided solutions to problems, the teacher generatedengineering lessons evolved to a focus on building models of processes (e.g., the sprouting of aseed) or tinkering to make a product, without documentation, testing, evaluation, or redesign aspart of the process. While students were engaged in these activities, many of the lessons werenot aligned with basic engineering principles and design, but did involve hands-on building of aproduct or tool in response to provided criteria. However, the notion that engaging students inhands-on activities to build something as engineering reflects a limited understanding of trueengineering design.36 The research of Nadelson et

Conference Session

Engineering Economy Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University

Tagged Divisions

Engineering Economy

reflecting on what’s working and not .3,4 By taking action on important initiatives ABET’s leaders have demonstrated the innovative spirit they promote in engineering programs. As an example, reference recent changes to the Criterion 2 assessment requirement. With this in mind, now is the time to engage the activated community in a discussion aimed at re-designing the processes inherent in program evaluation.  The confluence of opportunity, culture, and timing all make this a great time to take up the opportunity and engage the question “what needs changed and how best can we do it?” Consider the historical context of engineering accreditation.  History of ABET and Engineering

Conference Session

Assessment of Engineering Leadership Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto; Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Annie Elisabeth Simpson, Institute for Leadership Education in Engineering, University of Toronto; Amy Huynh, Institute for Leadership Education in Engineering, University of Totonto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

social impact-focused programs werethe most likely to emphasize organizational forms of leadership (although not to anextreme), possibly reflecting a broader systems view of engineering’s potentialcontribution to society.Cluster 3 – Influencing core curriculumThe third and final cluster that was observable included the two programs explicitlyfocused on engaging all engineering students in leadership education. This involvesfaculty buy-in and relationships with key administrators that are fundamentally differentto developing small, targeted programs using self-selection mechanisms to recruitparticipants. Given the focus on undergraduate students, both of these programs are usinga wider range of strategies: teaching mandatory courses on leadership

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

stepsfor solving problems: (1) define the problem, (2) gather pertinent information, (3) generatemultiple solutions, (4) analyze and select a solution, and (5) test and implement the solution.Pappas [36] stated that in order to solve engineering design problems, students require the use ofcreative critical thinking approaches that include: reflection, writing as thinking, visualization,unstructured brainstorming, and understanding the nature of “intentional change” in personalgrowth.Despite the proliferation of definitions, frameworks, and step-by-step approaches for problemsolving, there is a consensus regarding some of the important skills associated with effectiveproblem solving. It seems that all the approaches identify that effective problem

Conference Session

International Division Technical Session 7

Collection

2016 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Renee M. Clark, University of Pittsburgh; Scott Duplicate Streiner, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

International

reported for eachsubscale19 (see below). There are different reports about the acceptable values of alpha, rangingfrom 0.70 to 0.9520.Theory of Cultural Development is based on the work of Robert Kegan21 who argued that aspeople grow they are engaged in meaning making. People rely on their thinking, feeling, andrelating with others in forming their life journey. King and Magolda have refined these domainsin describing students in their social-cultural development during their college years, and call thisdevelopmental view “intercultural maturity6,22. The subscales in the GPI that reflect the theory ofcultural development are:  Cognitive – Knowing (α = .66);  Intrapersonal – Identity (α = .74); and  Interpersonal – Social

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nick Tatar, Franklin W. Olin College of Engineering; Lauren Van Beek, University of St. Thomas; Laura Ann Lilienkamp, Smith College

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

conduct quantitative and qualitative analysis on students’activity participation by asking students to reflect on their experiences and performing the sameanalysis that has been performed on the activities after the students complete their first semester.The authors are particularly interested in understanding if introducing students to Chickering’sstudent development theory will cause more diversity in students’ choices of what vectors theyparticipate in. The authors plan on expanding the submission form students use to report theirparticipation to include self-reporting of what vectors they believe they engaged in and an areafor students to comment and reflect on their experience.ConclusionStudent development in the first year is complex and

Conference Session

Women in Engineering Division Technical Session - Retaining and Developing Women Faculty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology (COE); Margaret B. Bailey P.E., Rochester Institute of Technology (COE); Maureen S. Valentine, Rochester Institute of Technology (CAST); Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COS); DeLois Kijana Crawford, Rochester Institute of Technology; Wendy A. Dannels, Rochester Institute of Technology (NTID)

Tagged Topics

ASEE Diversity Committee, Diversity, Engineering Deans Council

Tagged Divisions

Engineering and Public Policy, Women in Engineering

NTIDcommunity and faculty’s professional development plans. The Connectivity series at RIT issupporting the goals of the AdvanceRIT project by removing barriers to resources that supportcareer success and creating new interventions and resources.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants0811076 and #1209115. The researchers wishes to express their gratitude for the support of thisproject. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References1. Hill, C.; Corbett, C.; Rose, A., Why so few. American Association of University Women: Washington D.C

Conference Session

Promoting Engineering and Technological Literacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Krupczak Jr, NSF Division of Undergraduate Education; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. c American Society for Engineering Education, 2016An Exercise to Promote and Assess Critical Thinking in Sociotechnical ContextThis work addresses a practical means to more clearly link the completion of an ABET-accredited undergraduate engineering degree with critical thinking about sociotechnicalissues. An exercise has been created which can be used to develop and measure an aspectof critical thinking by engineering students in a sociotechnical context. This exercise canbe used as one possible measurement of the ability of an engineering student todemonstrate attainment of ABET

Conference Session

Using Laboratories for Instruction in Mechanical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amanie N. Abdelmessih, California Baptist University

Tagged Divisions

Mechanical Engineering

retirement plan or layoff, new faculty.The tenured faculty elected to cut the pension plan, which was latter restored in full.ManagementType of management reflects directly on the Dean, and Chair, but could also be a reflection ofProvost and President’s policies. Micromanagement and too many rules can hinder anycreativity or progress. An incompetent manager, who says no just to show his/her command,loses the respect of the faculty, and their enthusiasm. The Chair/Dean must be supportive, bysupportive does not mean give sweet vague words, with no real support. Support needs to be byaction, and fighting for his/her faculty, where it counts, not by the manager’s account. Most ofthe tenure of the author at that University, there was a visionary

Conference Session

Pedagogy and Learning Within Engineering Design Graphics I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Tristan T Utschig, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Caroline R. Noyes, Georgia Institute of Technology

Tagged Divisions

Engineering Design Graphics

skill for learning design thinking and influencing the designoutcome.Design thinking in engineering education and challenges:Design thinking reflects the complex processes of inquiry and learning that designersperform in a systems context, making decisions as they proceed, often workingcollaboratively on teams in a social process, and “speaking” several languages with eachother (and to themselves)(10). In cornerstone design courses, design thinking skills thatsupport an iterative loop of divergent (creative) and convergent (critical) thinking throughindividual and team project-based learning environments are needed in addition toinstruction of graphics and visualization tools. Critical thinking skills have a moreestablished history in academia

Conference Session

Understanding the Military Veteran's Human Resource Needs - Transition from Military Service to the Engineering Profession

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina, Charlotte; Peter Thomas Tkacik, University of North Carolina, Charlotte; Claudia G Interiano, University of North Carolina, Charlotte; Jerry Lynn Dahlberg Jr, University of North Carolina, Charlotte; Caroline Elizabeth Nowell, University of North Carolina, Charlotte

Tagged Divisions

Military and Veterans Constituent Committee

variousstrategies to recruit more minority participants that included sending out multiple, individualizedemails to minority student veterans, hiring an African-American graduate student to reach out forthe small number of minority student veterans, and requesting referrals from a minority facultymember in the college. However, the final sample remained largely homogenous due to theoverall demographics of the student population in the college and lack of positive response fromminority student veterans. All student veterans who volunteered to participate were interviewed.Five of the twenty participants were interviewed twice—individually then later in a group.Individual interviews provided students with an opportunity to take time and reflect on

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lynette Frances Johns-Boast, Australian National University; Gerry Corrigan, Australian National University

Tagged Divisions

Educational Research and Methods

terms “studentskills” and “learning objectives” were each used by a single individual.Using fewer terms to identify and describe course outcomes and using them moreconsistently, suggests participants had greater familiarity with the design and development ofcourses as opposed to programs. Participants were also more comfortable talking about theircourses and course outcomes rather than the program, again suggesting greater familiaritywith the concept of courses having outcomes than they were with programs having outcomes.Familiarity with courses rather than program curricula was noted by Stark et al. 36. Theliterature that discusses curriculum in higher education also reflects this focus on courses 1,with an emphasis on course rather than