Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO

Tagged Divisions

Multidisciplinary Engineering

how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey A Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

phrases in the curricula referring to data or evidence withTAP’s data, and warrants included any reasoning beyond data (e.g., explanation, justification,rationale). The results section of this paper reflects both of these types of argumentationlanguage, the terms of TAP and those used by the teachers.Additionally, this work was guided by the Framework for Implementing Quality K-12Engineering Education31. This framework identifies nine key indicators that define thecharacteristics of K-12 engineering. Figure 1 provides a list of the key indicators and a shortdescription of each. When an element of argumentation was identified to be in an engineering

Conference Session

Integrating Social Justice in Engineering Science Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Deborath Silva, Colorado School of Mines; Justin Stephen Fantasky, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics, Liberal Education/Engineering & Society

reinforced a meritocracy ideology within the profession. Cech argues that, inorder to accommodate social justice education, that a “cultural space” must be created withinengineering by addressing depoliticization and meritocracy.In a discussion on diversity in engineering, Riley notes that engineering’s lack of significantdiversity may be reflective of fundamental issues within the profession rather than theavailability and use of effective recruitment and retention tools; Lucena [8] has raised this issueas well. Concerns about diversity may at first appear to be political rather than technical innature. Downey et al. [9] has argued that in a global world, engineers need to be able to workwell with people who think differently, and diversity within

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E Canney, Seattle University; Christopher Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

national dissemination of the survey, it maybe found that different types of teaching methods are more common in different types of coursesor disciplines. As an illustration of that idea, the prevalence of teaching methods used in requiredundergraduate courses (n=19) were compared to required graduate courses (n=5). Teachingmethods such as design and project based learning seemed more common in undergraduatecourses; lectures, guest lectures, and reflections seemed more common in graduate courses.Table 5. Methods that faculty use to teach students about ethics and/or societal issues in theircourses % of 19 required % of 5 required Teaching Method N

Conference Session

Communication as Performance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society

.”The approach to student engagement that we describe here—like many others developed bySTS/HSS professors teaching engineering students—was developed intuitively by author Wyliewhen she was confronted by an all-too-familiar situation: facing a lot of open laptops and verylittle class preparation or participation in an introductory STS lecture class of STEM studentswho were mostly freshmen, many first-generation college students, and many English languagelearners. In response to the students’ inability or unwillingness to read the assigned sources, she      began asking them to interpret cartoons during class that reflected issues relevant to the day’slecture

Conference Session

Spatial Visualization Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wilhelm Alex Friess, University of Maine; Eric L. Martin, University of Maine; Ivan E. Esparragoza, Pennsylvania State University, Media; Oenardi Lawanto, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

attainment of the learning outcomes, whichdo not explicitly reflect SV skills, and can thus not be used to quantify improvements inSV. A further challenge is the difference in the order of topic presentation that the twoexperienced instructors favor, thereby inhibiting the development and use of a formativeassessment method to quantify the impact of the individual pedagogic measures on thestudents SV skill development. There are a number of tools that have been developed to assess SV development,with perhaps the most widely used (in the US) being the Purdue Spatial VisualizationTest (PSVT 34), of which often only the rotations section is used (PSVT:R) 35. Sorby andGorska 4 and Study 24 present a comparative of a number of available tests

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Fernandez, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Doyle, Florida International University; Dina Verdin, Purdue University, West Lafayette; Hank Boone, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

more diverse in acceptedcategories or more accepting of complex identities that may not fit a single category7(p8). Thesechanges reflect shifting social norms, and appropriate assumptions about the individuals beingasked demographic questions7,8. For example, the first US census, conducted in 1790, countedboth (Whitea) males and (White) females, which was a novel approach at the time. However, ittook 180 years, until 1970, for the census to differentiate people of Hispanic or Latino originfrom those who identified as White, a change introduced to help measure anti-discriminationcompliance9. Beyond simply including new categories or dimensions of demographics, smallchanges in how questions are asked such as a shift from “select one” a response

Conference Session

International Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dominik May, TU Dortmund University; A. Erman Tekkaya, TU Dortmund University

Tagged Topics

Diversity

Tagged Divisions

International

: “Intercultural competence describes the ability to effectively and adequately in- teract in intercultural situations based on explicit attitudes as well as the special ability to act and reflect.” 1 (own translation)Looking into Deardorff’s work shows that by ‘explicit attitudes’ the author broadly under-stands, inter alia, a positive motivation for acting in intercultural situations, an appreciationfor cultural diversity, a curiosity towards foreign people, and tolerance for ambiguity in newsituations. Moreover, this definition clearly states, that intercultural competence can only beshown in intercultural situations. Consequently, this means, it only can be development incorresponding learning situations. The developed course should serve as

Conference Session

Curriculum and Assessment I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Peter J. Clarke, Florida International University; Debra Lee Davis, Florida International University; Ingrid A. Buckley, Florida Gulf Coast University; Geoff Potvin, Florida International University; Mandayam Thirunarayanan, Florida International University; Edward L. Jones, Florida A&M University/Florida State University

Tagged Divisions

Computing and Information Technology

in the form of learning objects and tutorials, and can be configured to use variouscombinations of LESs. We describe how LESs are integrated into the F2F and online activities ofa software testing class. The results of a study we conducted that integrates LESs into the F2F ac-tivities of a software testing class show the potential positive impact such a pedagogical approachcan have on CS/IT/SE classes.1 IntroductionDue to the ubiquitous nature of computing in the 21st century, there is a great demand for a work-force that is knowledgeable in the areas of Computer Science (CS), Information technology (IT)and Software Engineering (SE). This fact is reflected in the large number of jobs expected inCS/IT/SE in the coming years. As a result

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering); Sarah Morton; Nehal I. Abu-lail, Washington State University; Ashley Ater Kranov, Washington State University; Julie A. Kmec, Washington State University; Jennifer Deboer, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

thatinform women’s decisions to enter each respective sector. More importantly, there is vanishinglylittle work on women’s decisions to enter different engineering careers in contexts where womenare well-represented.In our paper, we discuss participation of women in engineering in Malaysia, a context wherewomen represent a high share of both academia and industry (e.g., overall, 45% of theengineering workforce) [3]. Findings from the 2013 Malaysian MWFCD Women in the LaborMarket Study conclude that women are about 46% of the public and 51% of the privateengineering, manufacturing, and construction work sector [4]. Studying the Malaysian contextwill help us gain purchase on the way choices are driven by “preferences for science” [5],reflective of

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Kralick P.E., United States Military Academy; Barbara A. Karanian, Stanford University

Tagged Divisions

Design in Engineering Education

focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery. c American Society for Engineering Education, 2020Implementing Abbreviated Personas into

Conference Session

Evidence-based Practices in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mary Slowinski, College of the Canyons; Gabrielle P. Temple; Kenneth Walz, Madison Area Technical College

Tagged Divisions

Faculty Development Division

challenges arise: that of ensuring academic rigor and of anchoring andcapturing learning, especially given the additional cognitive load presented by being abroad.CREATE employs an evidence-based, international collaboration model - developed and improvedover the course of two previous study tours - to meet these challenges. The learning plan consists ofpre-travel online activities, knowledge capture and collaborative sharing during travel, and post-travel reflection. These activities combine to support educators in gathering and preservingknowledge gains and to facilitate collaborative knowledge-building that leverages the expertiseand skills of the participant cohort.While this paper presents the results of the CREATE professional development

Conference Session

Software Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter J. Clarke, Florida International University; Mandayam Thirunarayanan, Florida International University; Sai Chaithra Allala, Florida International University; Juan Pablo Sotomayor, Florida International University; Monique S. Ross, Florida International University

Tagged Divisions

Software Engineering Division

activities each by 6%, 5%, 17% and 1% (respec-tively) can show an improvement in student learning as reflected in the midterm exam grades.Although the improvement in this study was not statistically significant, a follow up study do showstatistical significance.3 LES Integration Model (LESIM)Figure 1 shows the Learning and Engagement Strategy Integration Model (LESIM) described in[8]. The top of the figure shows the different pedagogical approaches including the LESs - col-laborative learning (CL) gamification (GA), problem-based learning (PBL) and social interaction(SI); and the traditional approach - lecture style (LS). These approaches are used in the context ofF2F and online learning environments with access to both F2F and online learning

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shuvra Das, University of Detroit Mercy; Darrell K. Kleinke P.E., University of Detroit Mercy; David Pistrui, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

provide this framework. 4. Mode of Assessment: Standardized tests or general exams are useless. Student assessment should be based on their individual reflection of their own learning progress and their contributions to the collective learning process. 5. Source of Knowledge and Information: Our students have numerous information sources (books, articles, search engines, blogs, MOOCS etc...). We cannot act as subject matter experts any more. But we will need to play the role of integrator/mentor/coach so all the information can be optimally used. 6. Setting for Learning: Learning is a social activity. We have to open our campuses and invite students in to use this space as a place for meetings and encounters, for discussion

Conference Session

ECE Pedagogy and Assessment I

Collection

2008 Annual Conference & Exposition

Authors

Michael Golanbari, University of the Pacific; Rick Garlikov, Garlikov.Com

Tagged Divisions

Electrical and Computer

intellectual skills and traits of mind Page 13.486.2such as intellectual acuity, intellectual honesty, intellectual humility, intellectualperseverance, intellectual autonomy, intellectual empathy, intellectual integrity andintellectual responsibility. These skills and traits plant the seeds to help prepare studentsto: (a) become practicing professionals who are fair-minded, who have confidence inreason and who are undaunted when faced with the need to master new technologies; (b)become scholars undertaking advanced study; (c) take ownership of new ideas andmodes of reflective thinking and reasoning; and (d) be prepared and motivated to developinto life-long

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

. MAPPING AND ADAPTING THE INSTITUTE MODEL: The ISEE leadership team collaborates with an evaluation team from the Office of Educational Assessment at the University of Washington to distill what has been learned, identify opportunities for improvement, and align the Institute model with the needs of the next host campus.As we begin 2006, we are preparing to launch our third ISEE at Howard University, wecompleted the launch of our second ISEE at Stanford University in June 2005, and we completedthe cycle of the first ISEE at the University of Washington in October 2005 (see Figure 1). TheISEE leadership team has had the opportunity to reflect deeply on the successes and challengesencountered during two ISEE cycles. The following section

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Suzanne Soled, University of Cincinnati; Patricia McNerney, University of Cincinnati; Laura Koehl, University of Cincinnati; Kelly Obarski, University of Cincinnati; Anant Kukreti, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

, demonstrations, laboratory exercises, individual andgroup projects, and field experiences to: 1) enable high school students to directlyexperience authentic learning practices that require them to use higher-order thinkingskills; 2) encourage creative problem-solving skills that require collaborative learning,teamwork, writing, and presentation; 3) cultivate an interest in service learning, in whichstudents are active participants, achieve outcomes that show a perceptible impact, andengage in evaluative reflection; and 4) better motivate and prepare secondary schoolstudents for advanced education. The Fellows have been and continue to be trained tocreate and implement these activities.Through the course of each year, the Fellows complete a specially

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Ahmed Khan, DeVry University-Addison; Shawn Schumacher, DeVry University; Lynn Burks, DeVry University

. Other participants heldfield-based positions completely outside the realm of education. These positions includeworking in the electronics or computer fields; one participant sold vacuum cleaners door-to-door. Participants also expressed their notions of how they became DeVry faculty;some participants expected to enter the field, while others did so unexpectedly, as they“fell into teaching.”Participants reflected upon teaching and their “teacher education,” and they alsoperceived their “teacher education” to have transpired through one of two approaches: aformal approach or an informal approach. Participants, who learned to teach through aformal approach, enrolled in and attended college to learn to become a teacher and thenearned teacher

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan

Tagged Divisions

Graduate Studies

. Additionally, they areexpected to plan and teach a short lesson that includes active learning to a small cohort of theirpeers. During this practice teaching session, a trained facilitator helps the TA and his/hercolleagues reflect on the strengths of the lesson and any areas of improvement. Although a one-day orientation with a follow-up training module may not be as extensive of training as a week-long orientation or a semester long course, the strategic emphasis on active learning during thisorientation warrants a close review. This paper investigates the following research questionsfocused on TAs and active learning:  How do graduate student instructors describe ‘active learning’ and use these teaching methods in their classes?  What

Conference Session

Issues in Computer Education

Collection

2003 Annual Conference

Authors

Ahmet Eskicioglu

, • utilize the WWW for research, advertising and posting material.C. Dede, a contributor to the 2001 Change Agent Roundtable Occasional Paper (a collection ofpresentations and stories from roundtable participants), lists the unique capabilities ofsophisticated computers and telecommunications as:29 • centering the curriculum on authentic problems parallel to those adults face in real world settings, • involving students in virtual communities-of-practice, using advanced tools similar to those in today’s high-tech workplaces, • facilitating guided, reflective inquiry through extended projects that inculcate sophisticated concepts and skills and generate complex products, • utilizing modeling and visualization as powerful means of

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

these areas at graduation.However, the variability of these projects presents significant challenges for common rubricdevelopment and by implication, our ability to retrieve reliable data on student performance inthese categories/attributes. This variability also brings unique challenges to the development of asingle rubric that is 1) flexible enough to apply to a variety of engineering thesis projects, 2)reflective of the learning objectives of the thesis course, and also 3) appropriate for use ingathering reliable data about students’ graduate attributes.This paper describes the development of the rubric, and the inherent challenges in designing avalid and reliable tool that provides flexibility to a diverse group of projects and supervisors

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Brett D. Jones, Virginia Tech; Philip R. Brown, Virginia Tech

Tagged Divisions

Educational Research and Methods

teams tocollaboratively solve a complex problem under the guidance of a facilitator (often a facultymember). The facilitator does not serve as a traditional instructor but rather guides the studentsthrough self-directed learning. The problems are designed to be ill-structured and challenging tothe students, as well as relevant to them. The problems must be sufficiently challenging thatstudents cannot solve them with existing knowledge so new knowledge must be generated withthe help of the facilitator. To solve the problem, students must gather information, generatehypothesis for possible solutions, identify knowledge gaps, and repeat this process until asolution is reached. Reflection on the solution process is a critical part of the learning

Conference Session

Advances in Assessment of Communication and Interdisciplinary Competence

Collection

2012 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Arlene Ann Russell; Warren N. Waggenspack Jr., Louisiana State University; Chester G. Wilmot, Louisiana State University; Boz Bowles, Louisiana State University; David R. Voltmer, Rose-Hulman Institute of Technology; W. Todd Monroe, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University; Dianne Raubenheimer, Meredith College

Tagged Divisions

Liberal Education/Engineering & Society

; • To develop and field-test engineering communication assignments; • To contribute these assignments to a central library (maintained at UCLA), accessible to all CPR users; • To assess the impact of the integration of visual communication on course development, student performance, and student confidence levels in visual communication skills.Re-designed through successive iterations during the grant period, CPR5 extends the platform’scapability to allow for the creation and evaluation of student work, be it graphics, visuals, oralpresentations, movies, or posters.Basic Features of CPR: Four structured workspaces perform in tandem to create a series ofactivities that reflect modern pedagogical strategies for using writing in

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Carnegie Mellon University; Lisa R. Lattuca, University of Michigan; Dan Merson, Pennsylvania State University; Patrick T. Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, the minimum acceptable loading according to the literature on factor analysis [43, 47].Cronbach’s alpha [48], which reflects the extent to which scale items are closely related to oneanother, is the most widely used measure of the internal consistency of a scale [49, 50]. Page 25.920.10Acceptable values for alpha vary from approximately 0.6 to over 0.9, with the most generallyacceptable minimum value in social science research being 0.7 [42, 49, 51, 52]. Alpha was 9considered when determining if individual items with relatively weaker factor loadings should beretained to maintain high

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

Nathan Dees; Megan Perkey; Karen Davis; Nicholas Harth

Automotive Systems for 1 quarter. Their programexperience includes both courses at UC and practical engineering experience in industry.In the senior design course, students write a short essay that addresses how their co-opexperiences and previous course work have prepared them to undertake their seniordesign project. It gives students the opportunity to reflect on the course work and co-opknowledge and skills that have brought them to the point where they are now ready toinitiate and complete a significant design project. This addresses the ABET Criterion 4mandate that the capstone experience should be the culmination of previously acquiredknowledge and skills. Nearly all students mention that their course work and laboratoriesare valuable and

Conference Session

Systems Engineering Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fazleena Badurdeen, University of Kentucky; Dusan Sekulic, University of Kentucky; Bob Gregory, University of Kentucky College of Engineering; Adam Brown, University of Kentucky; Hai Fu, University of Kentucky

Tagged Divisions

Systems Engineering

science, these foundations must be complemented by skills inprogramming, systems thinking and the ability to use relevant tools. Further, these new engineersmust possess a variety of ‘soft’ skills (i.e. interpersonal and communications skills) as well as agrasp of economics and business acumen.The need for changes in the approaches used to teach future engineers and instill the necessaryKnowledge, Skills and Abilities (KSA) is also emphasized. These KSAs are reflected in thedesired outcomes of STEM education outlined in recent versions of professional accreditationcriteria. For example, seven of the eleven current ABET (Accreditation Board for Engineeringand Technology) criteria for accrediting university engineering programs10 either state or

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, targeted student interviews, classroom observations andinstructor reflection. Preliminary findings described herein will be used to informimplementation of the online learning forum in the Calculus I and II treatment sections, as wellas serve as a baseline condition for comparison with data gathered during the next phase of theproject.Introduction Efforts to graduate more engineering students and to promote their entry into the U.S.workforce as engineers are considered vital to our country’s ability to maintain a position ofglobal leadership, economic prosperity and national security1. Within Science, Technology,Engineering and Mathematics (STEM) education, data suggests that the U.S. is no longerproducing sufficient graduates, in terms of

Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society

artificial intelligence. The firm was headed up by none other than aformer director of the National Security Agency, Admiral Bobby Ray Inman (Ret.). The proposalaffected the University of Texas directly, since a key commitment that won the bid, beyond the$20 million building erected to house this private corporation, was the promise to upgrade UTAustin’s faculty and research capabilities by opening up 30 new faculty lines, especially in fieldssuch as electrical engineering and microelectronics.40Koen’s own career reflected this turn of events at UT Austin. While Koen was tenured early, injust three years, it took him longer to attain the rank of Full Professor. This was partly because oftime spent away from UT Austin—Koen spent several years at the

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

(connectsexplication to illumination), the Communication loop (connects creative synthesis toexplication), and the Rossman loop (connects creative synthesis to explication, illumination,through the validation process to incubation, or immersion to lead to perfection of product).Using this model, the author attempts to answer two questions: 1) “what is the experience ofcreating a mathematical model of a natural phenomenon?” 2) “What role do feelings play in thecreative process?” (p. 286).Shaw examined his and 11 other scientists and engineers’ experiences through an interviewprocess to understand the experience of creating an invention. Prior to the interview, he gave the11 (all male) scientists and engineers a week to reflect on a question: what is the

Conference Session

Teaching Software Engineering Process

Collection

2005 Annual Conference

Authors

Mark Sebern

organizations are striving to improve existing processes and to develop new ones. Oneexample of demonstrated benefits from these efforts is the success of the Personal SoftwareProcess (PSP) and the Team Software Process (TSP) developed by the Software EngineeringInstitute (SEI) at Carnegie Mellon University. This paper discusses the structure of the TSP andPSP processes, industry experiences with their application, and their relationship to other processimprovement frameworks, including the current version of the SEI’s Capability Maturity Model(now known as CMMI). With this background, it reflects on the introduction of the PSP and TSPinto software engineering curricula, and reports experiences at the Milwaukee School ofEngineering, one of the first