Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Corey T. Schimpf, University at Buffalo, The State University of New York (CoE)

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

implicit. Operationalrules delineate how to play the game, what is illegal or legal actions within a game and overallshape or constrain what actions a player can take. Constituative rules refer to the mathematical orlogical abstractions of the operational rules and may be shared between similar games. Implicitrules are unwritten or agreed upon rules, often in the form of player etiquette. The middle level,experiential system places an emphasis on the immediate experience of one or more game players.Finally, the third level, cultural system, focuses on the larger cultural context in which the gamesexist, the broader themes, discourses, or symbols it connects to and/or is reflected in the gamestructure itself. More accurately we can consider games

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John D. Stevens, The Pennsylvania State University ; Dena Lang, Pennsylvania State University; Meg Handley, Pennsylvania State University; John Jongho Park; Paul Mittan, Penn State Engineering Leadership Development

Tagged Divisions

Engineering Leadership Development

) prepared them for their professional career with respect to a number of leadershipcompetencies: 1) leading teams (lead meetings, identify personality preferences and adjustenvironment/style) 2) think strategically by applying mission, vision, and values statements to ateam or organization 3) work effectively in teams 4) apply project management processes toprojects 5) give and receive feedback 6) self-reflection on leadership skills and how to improve7) recognize ethical issues & practice ethical decision making 8) develop a culture that promotescreativity and innovation 9) cross cultural/ global competencies (appreciation of other cultures,understanding bias, working in a culturally diverse team) 10) emotional intelligence (regulateemotions

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Chan, Troost Institute for Leadership Education in Engineering (ILead); Cindy Rottmann, University of Toronto; Doug Reeve P.Eng., University of Toronto; Emily Moore P.Eng., University of Toronto; Milan Maljkovic, Troost Institute for Leadership Education in Engineering; Emily Macdonald-Roach

Tagged Divisions

Engineering Leadership Development

crucibles of leadership, and organizational culture tointerpret the experiences and learning of the engineering leaders. The significance andlimitations of the research are discussed. For engineering educators, the findings authenticate forstudents the complexity of leadership under adversity in the workplace.IntroductionTo struggle or to fail is to be human. How we reflect and learn from such universally humanexperiences is what ultimately contributes to our personal and professional growth anddevelopment. As part of a larger project on engineering leadership, and with a central focus onthe theme of “struggle,” this paper presents findings from a focused analysis of 29 career historyinterviews with experienced engineering leaders. The larger

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Crystal R. Emery, URU The Right to Be, Inc.; Valeria Sinclair Chapman

Tagged Topics

CoNECD Paper Submissions, Diversity

addition to theBuilding Bridges conferences, this organization offers a range of conferences aimed at celebrating, promoting, andimproving diversity in STEMM in K-12 education, higher education, and industry.3 According to the Association of Women in Science, making the academy and industry spaces where more womencan thrive will require, “implementing innovative approaches to systemic change” [AWIS, n.d.,https://www.awis.org/intersectionality/]. We maintain that Building Bridges, with its attention to difficultconversations and real-time activities designed to facilitate self-reflection and commitment to nurturing sisterhood isone such innovative approach.Our theoretical framework draws from literature in several areas, including literature

Conference Session

Potpourri

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Ilmi Yoon, San Francisco State University

Tagged Topics

Diversity, Diversity Research

[30,31] at its core, has commented on how radical it was to see women in the fieldbeen developed for the matching problem. A functional of Computer Science.”prototype has also been designed for a web application. B. Student self-reflection CS knowledge surveyFluotify: The goal of this project is to develop a cell We have surveyed PINC students’ self-reflection ontracking program for 3D images of tissue samples. Such a content knowledge. Even though we observed studentsprogram can drastically improve our understanding of cell

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Charles Riley P.E., Oregon Institute of Technology; Mark Henry Clark, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

related to the bridge tour including a history of computational,mechanical and graphical methods of structural analysis, a survey of other bridge engineers inthe United States, and a comparison of the design philosophies of Conde McCullough and Swissengineer Robert Maillart [5]. The richness of the resulting discussions and the range of topicswere unlike anything the instructors had experienced before and were certainly the result of theunique format and rich field component of the class.The singular assignment for the course was a portfolio of the bridges that were visited includingfactual content about the bridges that included their condition ratings and structural assessments,but also a reflective component that requested that the students

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scores of each of the five constructs (e.g., CONTENT, QUES,etc.) each reside near the midpoint of the scale, to avoid construct measures that are not overlyskewed. The second parameter, validity, takes many forms, but they each indicate, in differentways, the degree to which the instrument accurately measured the intended underlying construct.Content validity for this survey is exhibited by showing that this instrument reflects all of thedimensions of interest described by the FPMID, including: independent content engagement(CONTENT), independent questioning (QUES), positive feelings (FEEL), use of feedback(FEED), and perseverance (PERSEVERE). As a way to establish construct validity, we examinethe degree to which all items on the FIDES

Conference Session

Special Session: 19 years of NETI-- A Tribute to Jim Stice

Collection

2009 Annual Conference & Exposition

Authors

Richard Felder, North Carolina State University; Rebecca Brent, Education Designs Inc.

Tagged Divisions

Educational Research and Methods

them to become involved in instructional development. 3. Did the NETI motivate participants to join the ASEE? Question 18 asked whether the participants were members of the ASEE and whether the NETI motivated them to join. 4. Has the NETI promoted scholarly teaching and the scholarship of teaching and learning? Questions 5, 6, 16, and 18 asked (a) whether participants had engaged in practices that characterize scholarly teaching (reading education-related papers, attending education- related seminars, workshops, and conferences, using classroom research to assess the effectiveness of their teaching, and reflecting on and attempting to understand the processes of teaching and learning in general and their

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Divisions

Environmental Engineering

(data not shown), the ‘no miss’ policy for all ‘required’exercises was relaxed slightly and students were allowed ‘one miss’. Thus, every student wasassigned a single, ‘free pass’ that could be used for any ‘required’ exercise. Table 2 suggeststhat the change to a ‘one miss policy’ corresponded to a reduction in the motivation of studentsto complete ‘optional’ exercises as reflected in a downward distribution of the percentage ofTable 2. Percentage-distribution of letter-grades among all students.Grade Spring 11 Autumn Spring Autumn Autumn Spring Autumn (‘traditional’ 11 12 12 12 13 13 format) (8am

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wajid Hussain; William G. Spady, International Network for OBE

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

curricular assignments for outcomes assessment to achieve a high level of automation ofthe data collection process. The EvalTools® 6 FCAR module provides summative/formativeoptions and consists of the following components: course description, COs indirect assessment,grade distribution, course reflections, old action items and new action items; COs directassessment; PIs assessment ; student outcomes assessment; assignment list; and learning domainsand skills levels assessment distribution [35,49,50,51,63,64]. The FCAR uses the EAMU performancevector, conceptually based on a performance assessment scoring rubric, developed by Miller andOlds [59], to categorize aggregate student performance. Heuristic rules and indicator levels forEAMU performance

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

process and artifacts. Students view and critique these to becomefamiliar with the kinds of representations that the notebook affords and the extent to which thenotebook can tell the story of another engineer’s ideas and outcomes. After this mentor textdiscussion, the students embark on a design task and create their notebooks as they work. Mid-design share-outs or gallery walks of the notebooks are important in this phase. Finally, the thirdphase involves students reviewing their notebooks with their design team, ideally as they preparea report or other more formal written artifact about their design, and the teacher and whole classof students reviewing multiple notebooks to reflect on design processes and phenomena.    Other supporting

Conference Session

Technology and Design in Engaging and Analyzing Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

Engineering Technology. In addition to ASEE, she is active in the Association for Practical and Professional Ethics and the Association for Business Communication. c American Society for Engineering Education, 2017 Ethics and ArtifactsIntroductionEngineers design stuff. And some of this stuff—cell phones, microwave ovens, automobiles—ispart and parcel of our lives. We can hardly imagine life without technology, all products ofengineering ingenuity. But is technology merely a tool or a representation of social, political, andethical values? Do our artifacts reflect culture or help to create it? Or do technologies do both?This paper explores the latter proposition: that artifacts

Conference Session

Addressing the Human Dimension in Teaching Statics, Dynamics, Mechanics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College

Tagged Topics

Diversity

Tagged Divisions

Mechanics

StaticsAbstractKnowledge surveys ask students to report on their confidence that they can perform specifictasks aligned with course learning outcomes instead of asking students to complete said tasks.This approach allows these surveys to cover a broad range of course topics and cognitive levelswhile requiring a relatively short amount of time to complete. Administering the surveysmultiple times during a course offers a context for students to reflect on their own learningprogress and provides useful assessment data to the instructor. Knowledge survey applicationsdocumented in the science education literature include their use for both formative andsummative assessment of student learning, their use by faculty in assessing the effectiveness ofteaching methods, and

Conference Session

Military and Veterans Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Greg Rulifson P.E., Colorado School of Mines; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans

alumnus who was a veteran also shared his story during an interview. These veteranssaw military service as a strong reflection of social responsibility and a sacrifice to the greatergood. Some veterans pushed back on the notion of social responsibility as an obligation ingeneral. One student veteran shared a story of being disparaged for his military association. Theresults help engineering faculty understand the perspectives of students with militarybackgrounds and/or aspirations. Faculty should consider these perspectives in their teaching,particularly when facilitating discussions and debates around ethics and societal impacts in theircourses.IntroductionA key attribute of professionalism is a “normative orientation toward the service of

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana M. Pidaparti, University of Georgia; Elizabeth Marie Tafoya, James Madison University; Peyton Leigh Pittman; Wade Knaster, James Madison University

Tagged Divisions

Design in Engineering Education

development process of cross-domain linkages C-K Mapping Template: visually structures Assignment: practice developing the knowledge transfer process cross-domain linkages and reflection Figure 4: C-K Theory-based Instructional Resources4. Background for the Comparative StudyOur comparative study to test whether the C-K theory instructional approach improves thequality of bio-inspired design concepts was carried out on second-year engineering students in anengineering design course at James Madison University. These students are in the first semesterof the engineering design sequence of the curriculum and are learning the engineering

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

second, as a futureelementary education teacher creating a learning experience. As such, we needed a frameworkthat could transition with students as they first experience design as a pedagogy for learningscience and then later enact design as a pedagogy in elementary education classrooms. It alsoneeded to support teacher noticing in both contexts—preservice teacher preparation classroomsand elementary education classrooms—as a way to monitor and facilitate learning as well assupport reflective practice and sensemaking [26]. With specific reference to Berland [22], wesought a fundamental expansion of what it means to know and do engineering design byreframing how we think about the kinds of knowledge involved in being able to enactengineering

Conference Session

Imagining and Reimagining Engineering Education as a Dynamic System

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Karlin, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Dan Ewert, Anderson Industries; Ronald R. Ulseth, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

games and choose your own adventure books is that once youplay or read them, you can enjoy a new story by selecting different options the second time.Stories allow individuals to ‘borrow’ the experiences of others as they discover the implicationsof new ideas or move through the stages of organizational socialization [19]. This is notrestricted to formal organizations, stories in social movements are how we understand the impactof the movement on the “mainstream” [20].It is important to note that these stories are not powerful because they are new, but because theyhave been discovered by someone who can see their relevance. Stories can be discoveredthrough reflecting on one’s own experience, through encountering others who share anexperience

Conference Session

Imagining Others, Defining Self Through Consideration of Ethical and Social Implications

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tina Lee, University of Wisconsin-Stout; Devin R. Berg, University of Wisconsin-Stout; Elizabeth A. Buchanan, University of Wisconsin-Stout

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

other times one-on-oneinterviews were possible. All interviews were recorded and transcribed, with data codingunderway through Nvivo.Analysis and Coding of Project DocumentsEWB-USA shared all project documents they have collected with our team (over 6000 documentsrepresenting approximately 500-600 projects). University of Wisconsin-Stout student researchassistants cataloged these files–noting the type of chapter (professional or student) and thechapter’s location, the type of project, the documents that existed, and the dates the documentscovered. From there, we carefully chose thirty projects to reflect a variety of project types, EWBchapters, and geographic areas. We chose a mixture of water, sanitation, and other infrastructureprojects in

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kirsten A. Davis, Virginia Tech; David Reeping, Virginia Tech; Ashley R. Taylor, Virginia Tech; Cherie D. Edwards, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; David B. Knight, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

process because of the nature of the reflections (e.g., describing what they ate in considerable detail).ParticipantsThis paper describes the first stage of analysis in this project. For this stage, we used data fromthe 2016 cohort of RSAP, which included 91 students who participated in three different tracks:Europe (Italy, Switzerland, and Germany), China, and the Dominican Republic. Demographicinformation for this cohort is in Tables 2 and 3. In general, the program has larger representationof women and underrepresented students than the population of the College of Engineering(CoE), and the 2016 cohort is no different. All participants signed consent forms agreeing toparticipate

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

protocol in which students were asked to describe their engagementin the course activities. Specifically, the protocol included a series of questions intended to elicitstudents’ reflections on their experience with the engineering design process along withadditional questions related to various other aspects of the course including collaboration, theintegration of math and science, and students’ overall perceptions of the course. A total of twelveinterviews were conducted with the six students in the case study sample, one interviews witheach student at the end of two of the semesters in which they were enrolled in the engineeringcourses. Interviews were conducted during the final week of the academic year in which studentswere enrolled in the

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

observer and was at the preschool for allplanned lessons and activities, went on the two field trips, and participated in the teachers’planning time. All planned lessons and activities were video recorded and later transcribed.These were not analyzed for the part of the study being reported here.A modified form of lesson study was the method used to collect data from the teachers. Lessonstudy is where teachers work together to study curriculum and formulate long-term goals forstudent learning, write lesson plans, conduct the lessons, watch each other and collect data whilethe lesson is taking place, reflect on the lesson by sharing data and using it to illuminate studentlearning, and develop new goals for the next lesson [44]. The director of the

Conference Session

Maps, Metaphors, Tweets, and Drafts

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sean Michael Ferguson, University of Virginia; Rider W. Foley, University of Virginia; John Kofi Eshirow Jr., University of Virginia; Catherine Claire Pollack, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

, which opens up questions about howto determine what amounts to a “good” concept map. This is particularly evident when student-generated concept maps cannot be analyzed against an absolute target,. Further, without theability to define hierarchies of key concept to sub-concept in dynamic socio-technical systems,there is a challenge to assess the orientation of knowledge acquisition for students [3], [4]. Thisresearch considers traditional scoring of concept maps that tend to emphasize node andconnection quantity [5] (i.e., the number of concepts expressed), which might be problematic forliberal arts courses demanding engineering students critically reflect and rethink their priorassumptions and heuristics about the relationship between

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

related to technical systems being designed toaddress a human problem, but also knowledge of social systems in which the designedtechnology will be implemented and of the interdependencies between the technical and socialsystems1. This recognition is reflected across the K-12 Next Generation Science Standards2under the cross-cutting concept “Influence of Science, Engineering, and Technology on Societyand the Natural World”, and specifically in at least two middle (MS) and high school (HS)Engineering, Technology and the Application of Science Standards (ETS): ● The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University-Main Campus, West Lafayette (College of Engineering); Ruben Dario Lopez-Parra, Purdue University-Main Campus, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University-Main Campus, West Lafayette (College of Engineering); Barbara Fagundes, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education

better understandhow to support students as they learn how to make engineering design-related decisions,educators need to better understand how students make their decisions.Framework As described in our literature review, design decisions are a key component ofengineering design thinking and processes. For this study, we were interested in what kinds ofdecisions early elementary students made and how they were making these decisions. Previouswork examining students’ evidence and reflective decision making [3], [10], was used as afoundation to guide this work. One of the products from that work was the ReflectiveDecision-Making Framework developed by [3]. This framework characterized reflectivedecision-making during engineering design and

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giovanna Scalone, University of Washington; Aaron Justin Joya, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Design in Engineering Education

processes that influence their attention and effort.In this phase, self-control strategies enable students to focus on a task and their efforts tooptimize a solution or outcome. Aspects related to self-control strategies include: Attentionfocusing which enables students to use a variety of techniques to improve their attentionalcontrol. Task strategies enable students to select essential parts of a task and reorganize them in ameaningful manner. Another aspect is self-observation where students track specific aspects oftheir performance, the conditions that surround it, and the effects that it produces [8].In the self-reflection phase, students engage in self-judgement and evaluation. Self-Judgemententails self-evaluating a performance or outcome

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

revisionsby Amanda caused Nate to remark that there was “finally some niceness.” These two excerptshelp make clear that Nate was primarily concerned with the overall tone of the feedback form,which to him needed to include more positive than negative responses.We note that Nate’s sole complaint in these excerpts was that his teammates were being “rude.”He did not comment on whether he felt their responses were accurate reflections of the design.There may be multiple reasons why Nate was so focused on his teammates’ apparent rudeness.For example, he may have viewed their behavior as so abhorrent that it needed to be addressedimmediately, before he was willing to fully engage in the feedback task. In this interpretation,Nate’s aversion to rude behavior

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Chris Swan, Tufts University; Nathan E. Canney, CYS Structural Engineers Inc.

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

perceived and I think very real discouragement that young engineering faculty receive from… traditional administrators that engineering research is in a laboratory and is traditional in the sense that it involves scientific equipment and established research protocol and again, laboratory based. And there is a kind of a discouragement to not allow this distraction, or it's even viewed as a distraction, engineering education research, as a young faculty member… I was told specifically not to allow, my teaching not to distract from my research nor my interest in the scholarship of teaching and learning to distract from my research.The interviewee’s reflection on his pre- and post-tenure experience illuminate several layers

Conference Session

Software Engineering Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stefan Christov, Quinnipiac University; Mark Hoffman, Quinnipiac University

Tagged Divisions

Software Engineering Constituent Committee

) contained a common part that asked students toself-assess their achievement of the course learning outcomes on a 5-point Likert scale. Thesurvey given to students from managed teams contained two additional parts. The first additionalpart asked students whether having a manager contributed to their achievement of each of thecourse learning outcomes, measured again on a 5-point Likert scale. The second additional partcontained open-ended questions about the ISD students’ interaction with the managers.Course project reflection report. At the end of the semester, the students in the ISD course wereasked to write a course project reflection report (CPRR). The CPRR (shown in Appendix C) hasbeen used for a number of years to provide students with an

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Reginald DesRoches, Georgia Institute of Technology; Susan E Burns P.E., Georgia Institute of Technology; Laurence J. Jacobs, Georgia Institute of Technology; Janille A Smith-Colin P.E., Georgia Institute of Technology; Wes Wynens, Georgia Institute of Technology; Lisa Gail Rosenstein, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

of the strategic plans of the various engineering schools. Table1 provides a list of leadership-focused objectives and strategies within the strategic plans of theInstitute, College of Engineering and selected engineering schools reflecting the broad focus onthe development of leaders and expansion of global influence. These strategic plan elements arewell aligned with the National Academy of Engineers’ Vision for the Engineer of 2020, whichincludes the following attributes (1): (1) Technical proficiency (2) Broad education (3) Global citizenship (4) Ethical grounding (5) Ability to lead in business and public service.These strategic plans and the NAE vision were foundations for the development of the GELMinor

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ruturaj Soman, Florida A&M University/Florida State University ; Nikhil Gupta, Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineering courses. Most of the SDPs are real-world inspiredprojects, which are externally sponsored by industry and government agencies, and many of themare multidisciplinary in nature involving engineering as well as non-engineering students. Inaddition to carry out these design tasks, they are also required to interact with students in the EDMclass and provide feedback to their junior-level peers while enhancing their skills incommunication and design implementation through reflective learning. Pre and post-class surveysand feedback sessions are conducted to not only gain inputs from students to improve thecoordinated learning process, but also to engage them in self-reflection for continuous learning.The crux of the effort here is to develop an