Conference Session

First-year Programs Division Technical Session 11: Curricular and Program Innovations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marisa Exter, Purdue University; Iryna Ashby, Purdue University; Mark Shaurette, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

parents’ expectations, what appealed to them most, and what they were mostconcerned about.Semi-structured interviews were conducted with faculty at mid-semester. These interviewsaddressed faculty’s experience with students and other faculty, and their beliefs about what wasgoing well and what could be improved for next time. Researchers also attended and took notesat faculty reflection sessions. Finally, class observations were conducted to inform ourunderstanding of the other data sources.Data AnalysisDescriptive statistics were used to summarize closed-ended survey data. Qualitative data frominterviews and open-ended survey items were analyzed using the constant comparative methodfor naturalistic inquiry [27], to discover themes related to

Conference Session

Fundamental: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-college Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Christine Andrews Paulsen, Concord Evaluation Group; Marisa Wolsky, WGBH Educational Foundation

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

learnedprogramming skills. Kai’s experience with Lego Robotics is an example of this. When askedwhat he learned from participating in an informal learning experience, Kai responded, “Well Idid learn how to program Lego Robots.”Some of the children are learning very hands-on, practical skills as they engage in engineeringthrough informal experiences, while others are wrestling with conceptual ideas. Alexander isactive in 4-H, and he has done many projects in electricity. Marcus has a great interest inphysics, and learns most of his engineering ideas from his participation at local universityoutreach programs and his interaction with tutors and experts. In Table 3, we share two examplesof what students or parents reflect on as their learning, and include an

Conference Session

Entrepreneurship & Engineering Innovation Division – Epicenter Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, VentureWell; Thema Monroe-White, SageFox Consulting Group; Ari Turrentine, VentureWell; Angela Shartrand, VentureWell; Amit Shashikant Jariwala, Georgia Institute of Technology

Tagged Divisions

Entrepreneurship & Engineering Innovation

project around a topic that appeals to them. When students follow theirpassions, the passions of their teammates, or work on a topic that, for them, will make a Page 26.990.4difference in the world, their intrinsic motivation increases.8,12 Experimentation and iteration inthe context of the project, and reflecting (in a safe environment) on the failures that ensue,completes what Neck et al. refer to as a “virtuous cycle,” that equips students with confidenceand knowledge that they can apply next time.8,12By integrating entrepreneurship into engineering, students are likely to be more connected totheir learning and thus are more likely to

Conference Session

Interactive Panel on Perspectives and Practical Skills for Men as Advocates for Gender Equity

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lawrence J. Genalo, Iowa State University; Roger A. Green, North Dakota State University; Beth M Holloway, Purdue University, West Lafayette; Archie L Holmes Jr., University of Virginia; Brian P Kirkmeyer, Miami University; Klod Kokini, Purdue University, West Lafayette; Daniel Lopresti, Lehigh University; Adrienne Minerick, Michigan Technological University; Beena Sukumaran, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division, Minorities in Engineering, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

country, but it is a major barrier at my institution.I otherwise believe that advocacy needs to be a formalized institution-level mission and goal, andit must be genuine. If it is not for the right reasons (such as public relations), then thoseindividuals within the institution will see through it and potentially lose confidence and morale.It cannot simply be words or data; there has to be action, and institutions cannot fake this. I alsobelieve that it is a barrier if the leaders of the institution do not speak and act consistentlybetween their public and internal personas. These leaders cannot speak of how important equityis and then internally emphasize efforts that do not reflect this

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

expressed concerns that students may consider just getting feedbackon "if they did the problem right" as pertaining to these questions. Again, these are issues relatedto student interpretations of the items, so the cognitive interview data was assessed for anysimilar discrepancies; however, none seemed apparent. Hence, these items were seen asfunctioning as intended.As for overall functioning and validity of the SCAEI, all of the content experts stated that theSCAEI would be informative for guiding self-reflection on their own teaching. Some of thecontent experts also said they could see themselves using the SCAEI for education researchpurposes.During the item alignment study, one content expert initially interpreted the "active" dimensionof the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

developing since the 1970’s, led largely by Dr. David Kolb; this theory is based “ona learning cycle driven by the resolution of the dual dialectics of action/reflection and ex-perience/abstraction” 43 . The importance of experiential learning has been discussed for themedical field 1;3;9;15;18;33;61 , engineering 2;19;76;84;85 , leadership roles 16;29;32;34 , and general edu-cation 7;58;86;87 . For further reading on broad applications of the experiential approach, Kolbhas compiled bibliographies containing numerous works spanning decades 44;45;46;47 . Burger found that experience with actual work is one of the strongest factors affectingcareer choice 22 while Tuss concludes that “experiential education strategies will strengthenschool science

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

which students intended to persist in their major. In thecivil and architectural engineering course, students also wrote a reflective essay where they Page 26.1449.6indicated their intent to stay or leave engineering; this information was used to compare with thesurvey data.Data analysis to compare the pre- and post- survey results used two methods. First, Wilcoxontests were used to compare pre- and post- responses from the same students. The Wilcoxon testwas used because it is suitable for ordinal data and does not require normally distributedresponses; this is in contrast with the more traditional paired t-test. In the case of the civil

Conference Session

Communication Across the Divisions I: Communication in Engineering Disciplines

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mike Ekoniak, Virginia Tech; Molly Scanlon, Virginia Tech; M. Jean Mohammadi-Aragh, Mississippi State University

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society

profession have come to a growing recognition of the importance engineers’communication skills, the teaching of these skills has steadily moved from the periphery to thecenter of engineering curricula guidelines. Yet the growing body of research in this areaindicates that too often communication learning is still relegated to service courses or is taught ina manner that does not reflect current knowledge about writing pedagogy. Faculty may bereluctant to incorporate writing assignments into their courses or do it in an ineffective mannerbecause of time constraints and large courses, especially at the lower levels. This research beginsan investigation of the use of peer review to mitigate some of these concerns while incorporatingcontemporary writing

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

Tagged Divisions

K-12 & Pre-College Engineering

reflection as science teachers take on engineering asrecommended by the NGSS. This study suggests that identifying engineering epistemologies willbe an important part of engineering integration in science classes; recognizing conflicts betweenteachers’ priorities and the goals of reform curriculum could help to improve the frequency ofteacher use of engineering. Literature Review In this literature review I build a rationale for my study by reviewing the purpose ofadoption of engineering by science educators including the NGSS reform initiative backgroundand its purposes; engineering education and the role of engineering design in the NGSS; andteacher reform implementation including science

Conference Session

Multidisiplinary Student Research Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeanne R. Garland, New Mexico State University; Michele A. Auzenne, New Mexico State University; Ricardo B. Jacquez, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

life; 2) To positively contribute to retention and transferthrough active involvement in a research mentorship program at a baccalaureate-granting Page 26.1576.5university, and 3) To provide academic and professional development to students through theresearch experience and seminar to orient students to university life and to the culture of researchin their disciplines.With a transfer rate of 69.1%, the goals of the program are being realized, as reflected in themajority of the students who opt to enter a 4-year school the semester after SCCORE or whogain a committed intent to do so after they return to complete their community college

Conference Session

Engineering Ethics Division Technical Session 4

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper P.E., Norwich University; Ashley Ater Kranov, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Jay Patrick McCormack, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

students was rated very low in the area of “Impact of Solutions,which possibly indicates an area for further emphasis in course coverage.  Faculty Evaluation of the EPSA ImplementationAfter reflecting upon the Fall 2013 EPSA sessions, the instructor expressed several concernsabout the implementation. Recommendations to address each concern were proposed: Concern #1: Do we need two practice sessions or is that overkill?Recommendation: Do only one practice session and two record sections. Allocate some general class time after the session to exchange general feedback on the process, the outcomes, and the lessons learned.Action: This was incorporated into the 2014

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

, unsuccessfully. Hazel then completes the task alone. After this, Page 26.1256.6Hazel does more checking in with Olive, asking her if ideas make sense. Hazel’s explanations toOlive are presented colloquially, reflecting Hazel’s awareness of Olive’s lack of experience. Foralmost all of the coding in the first two days, Hazel types the code while Olive looks onattentively, sometimes with Hazel narrating her actions. Olive’s contributions are mainlybrainstorming ideas for the final project and helping to Google questions.On the second day, they begin putting together the mechanical arm. Olive immediately takes thelead in constructing it, though Hazel

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Edward A. Pan, University of Virginia

Tagged Divisions

Mechanics

and theirperformance was about the same on each area. A high mismatch indicates that a student foundsome material more challenging than other material, and their performance on gradedassignments reflects that. As a practical matter, the minimum value for 𝑆!,! is zero (the studentperforms exactly the same on each topic area) and the maximum mismatch could be as large as800 or 900 (for a student whose performance is wildly erratic across topical areas). In this study,the minimum mismatch score was 52.5, the mean was 248, and the maximum was over 700. Theclass average mismatch 𝑆!,!"#$$ , calculated via equation (1) using class averages on each topicarea in the j and k summations, was about 130, corresponding to just less than ½ letter

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

betterunderstand the challenges facing the creation of inclusive and effective educationalopportunities. In engineering, four interrelated factors have been noted as barriers to thepersistence of academically talented students that face financial limitations, as is the case formany of our multicultural students20, 21, 22: ● Lack of Engagement/Sense of Belonging ● Underdeveloped Professional Work Ethic & Goal Setting Page 26.1751.5 ● Insufficient Opportunities to Gain Practical Competence & Reflect on Learning ● Working for PayTalented young women, as well as multicultural students, too frequently pursue careers in otherfields or

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosemary L Edzie, University of Nebraska ; Brett Meyer, University of Nebraska-Lincoln College of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Semantics Belief Statements). In order to “clean up” the databefore analysis, the values of the survey were made consistent. In order to encourage participantsto reflect on each pair in the STEM Semantics Survey, some values are switched. For example, a7 might be a very positive reflection of science in one question (ex. “Fascinating”), but a verynegative one (ex. “Unappealing”) in the next item. Therefore, all of the values were firstconverted so that very positive = 1, and negative = 7. For each statement, a lower score wouldtherefore correspond to a higher level of interest in the subject area. The survey wasadministered immediately at the beginning of the engineering activity and was the last actionitem in the program. This testing sequence

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eun Ah Lee, University of Texas at Dallas; Nicholas Gans, University of Texas, Dallas; Magdalena G Grohman, The University of Texas at Dallas; Marco Tacca, The University of Texas at Dallas; Matthew J. Brown PhD, Center for Values in Medicine, Science, and Technology
, The University of Texas at Dallas

Tagged Topics

NSF Grantees Poster Session

are opposed, there istension in the evaluative process.For the purposes of this study, we have chosen to observe students’ relationship to engineeringethics by looking at how they engage in ethical reflection as a team, in the situation of their Page 26.728.3actual project work. This is an alternative to the more common approach of focusing onindividual students and attempting to measure their understanding with an artificial instrument(such as a survey). We suggest that the dual-process account discussed above works as well forteams as for individuals. This study is thus firmly situated in the approach of “team cognition”(Salas & Fiore

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

may be more appealing and more readily accepted and adopted by some individualsthan others – as anecdotal evidence collected from design classrooms and design thinkingworkshops seems to indicate. The aim of this study is to determine whether student receptivity todesign thinking might be linked to individual cognitive characteristics that reflect innatestructural preferences. This research could help educators determine the most appropriate designmethodology based on the cognitive preferences of their students, as well as the need to teachcoping strategies when students are required to engage in design activities that do not align withtheir natural cognitive preferences.Our work presents the results of data gathered during a design thinking

Conference Session

Simulation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Anindya Roy, Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Computers in Education

problem solving process.IntroductionComputational Science and Engineering (CSE) has emerged as an important tool to solvecomplex engineering problems1. Engineers need an ability to use computational tools, integratedwith strong problem-solving skills, to tackle complex problems 6, 15, 16. For example, in MaterialsScience and Engineering, a sub discipline called Computational Materials Science3 has beenestablished. This trend is reflected in educational settings too --- there has been a call to integratecomputational tools and methods into different disciplinary engineering curricula sooner andoften2. Aligned with this idea, the department of Materials Science and Engineering at JohnsHopkins University started a novel computational course for its

Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities

Tagged Divisions

Electrical and Computer

activities when necessary Reflection Procedural Quality efficiency Page 26.747.5 GeneralityResearch MethodThe design-based-research (DBR) method was applied, which intertwined the three goals ofresearch, design, and pedagogical practice in

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, through case-study analysis, we present potentialpathways towards including affect and identity in how we model engineering students’ moraland ethical reasoning about socio-scientific issues.Specifically, we present two case-study accounts of how future engineers think about anengineer’s responsibility towards the social and global impact of their work. The case studiesdraw from video-taped semi-structured interviews of two undergraduate students whom we'll callTom and Matt. In the interviews, Tom and Matt reflected on the use and impact of weaponizeddrones in the US war in Afghanistan. Through investigating how they think about the socialimpact of drone warfare and how they think about the responsibility of engineers involved in thedesign of

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Mechanics

reflecting in her own experiences as an undergraduate and her preference for activelearning techniques. She also notes that she would like to do more but has not had any formaltraining: Page 26.890.7“Ultimately, I do the best I can but feel that I don’t have a lot of formal training. I’d like to get it,but haven’t found the time, or taken the time, to do it … I have taken a lot of what I observed as astudent and focused on things that I liked and didn’t like. I have aspirations of using moreresearch to help develop my teaching in the future.”The faculty member who scored the highest on the RTOP also had the most formal training ineffectively

Conference Session

Topics in Computing and Information Technologies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jianjun Yin, Jackson State University; Yanhua Cao, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

Group C 3.47 1.19 Group D 3.24 1.33Team online discussion makes me reflect on the course content Group A 2.88 1.24in a deeper level. Group B 2.72 1.06 Group C 2.75 1.32 Group D 2.91 1.42I frequently respond to the post from my group members through Group A 3.53 1.45online discussion. Group B 3.28 1.11

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lyndia Stacey, University of Waterloo; Andrew Trivett, University of Waterloo; Jen Rathlin, University of Waterloo; Kyu Won Choi, University of Waterloo

Tagged Divisions

Design in Engineering Education

design decisions were influenced by varyinginterpretations of the main objective. Both shortening the chassis and moving the center of masstied in well with concepts being taught in class during weeks 2 to 5. It was valuable to see thatstudents were recommending design changes based on core course concepts and that they werealso able to apply these concepts to a real-world design.The recommendation to reduce weight from the original design (1A) was not applied asfrequently as expected to the students’ final designs based on how frequently this suggestion wasmade. Although students appreciated that the weight of the chassis was unnecessary for itsapplication, this did not reflect in their final designs. This may stem from many students

Conference Session

Design Throughout the Mechanical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth Lulay, University of Portland; Heather Dillon, University of Portland; Timothy A. Doughty, University of Portland; Deborah S. Munro, University of Portland; Shazib Z. Vijlee, University of Portland

Tagged Divisions

Mechanical Engineering

Page 26.903.12for a bicycle, and automated blinds that open or close based on the brightness outside. 11Instructor Assessment: Many components of design are addressed, but the course stressesdeveloping student creativity. Gathering information leads to appropriately set goals, andstudents are encouraged to reflect on how their research shapes the objectives, criteria, andconstraints. Students are assessed on the appropriateness of their projects both in the context ofthe issue they are addressing and in the relevance to the course. The instructor believes thatpedagogical improvements can be made in-part by making students more aware of how variousproject tasks relate to design. Starting this term

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

, and in a variety of domains, such as:mathematics,21 reflective judgment,22 and conceptions of density.23 Dynamic skill theoryintegrates over 100 years of research in cognitive development, extending from Baldwin’s24pioneering theory that intellectual development happened in stages, to Piaget’s25 theory ofconstructivism, which has made an enormous impact on science education.26 Fischer, known as aneo-Piagetian, advanced Piaget’s theories by recognizing the hierarchical pattern of ideas thatemerge as a person’s understanding grows with time.The central feature of dynamic skill theory is a scale that describes the progression of increasingcomplexity of ideas that a person uses to think about a concept as their understanding grows withtime

Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Keith G. Moran Jr.; Christopher Steven Kremer, Robert Morris University; Bruce Allen Barnes Jr., Robert Morris University ; Justin Cosgrove; Samuel A. Colosimo III, Robert Morris University

Tagged Divisions

Manufacturing

Page 26.19.14Following safety rules were developed by the team as a part their project ending reflections:  Wear gloves when handling resin: The resin is easily curable and can cure on any surface if exposed to a light source for a long enough time. Therefore, it is critical to wear safety gloves so the resin does get on the user’s body parts.  Wear safety glasses: It is important to wear safety glasses around the 3D printer. When the enclosure is open, the resin could splash into the user’s eyes. The resin can cure to the eye and can cause permanent eye damage.  Wash any part of you that come in contact with resin: Again the resin can cure to the skin, so if any part of the user’s body comes in

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

teammates improve the quality of their sections, which will in turn help all students in thegroup.Quizzes have been replaced with homework, which are one or two simple problems that givestudents additional practice with course concepts beyond the projects. These homeworkquestions allow students to practice with information given during lectures and assist studentswith exam preparation. The way homework is graded reflects an aspect of game-based learningallowing students to customize their experience. There are 200 points available from homeworkin a semester, but students can only earn a maximum of 160 points. This system allows studentssome leeway in their homework assignments, as points lost on an earlier assignment can be madeup by completing a

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

training, independent of teacher experience. This post-session surveysought to gather demographic information to aid in understanding the participant’s particularteaching experience and nonverbal communication training.Results and DiscussionEach participant’s response was compared against the sample population and against thestudent’s report confidence to identify whether overall nonverbal message discrepancies exist.The results of the expert and participant responses are provided in Table 2.The percentages calculated in each row reflect the portion of the population that correctlymatched their assessment (either confident or non-confident) with the students reportedconfidence for an individual video clip. Notably, there is a significant range in

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; Malte Awolin, Center for Educational Development at Technische Universität Darmstadt; Manfred J Hampe, Technische Universität Darmstadt

Tagged Divisions

International

done by observing the group and theirinteractions. After observation, the team advisor brings the group together and opens a structuredfeedback session including self-reflection, peer-reflection, and final feedback of the teamadvisor. Periodically throughout the day, the team advisors continue to have these conversationswith the group to keep increasing their awareness of their interactions with each other andincreasing their team, communication, and social skills in order to increase their success as agroup in solving their complex design task. To summarize, the students are given behavior-based Page 26.154.6training in team competencies in