Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John C. Kelly, North Carolina A&T State University; Mohamed F. Chouikha, Prairie View A&M University; Craig J. Scott, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Demetris Geddis, Hampton University; Mandoye Ndoye, Tuskegee University; Shiny Abraham, Seattle University; Miguel Velez-Reyes P.E., University of Texas at El Paso; Saleh Zein-Sabatto, Tennessee State University; Raziq Yaqub, Alabama A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

often focused on hiring students in those strongresearch-based R1 programs.The future of any educational institution depends on the quality of its educational programs andclear pathways to future professional careers for its students. In the past decade, the engineeringdisciplines in general, and ECE in particular, have been experiencing huge transformations withfast-emerging new disciplinary areas. New technology areas range from quantum computing tomachine learning, cyber-physical systems, internet of things (IOT), industrial internet of things(IIOT), etc. It is becoming a challenge for small educational institutions such as some IECmembers to reflect new technology areas in their educational offerings, as well as take advantageof new trends

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Michael J. Prince, Bucknell University; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

(Davishahl et al., 2019).In addition to ConcepTests and CIs, more extensive Instructional Tools are available to helpstudents develop conceptual understanding. These include reflection activities (Koretsky, et al.,2016a) as well as activities pedagogically tailored to conceptual understanding such asInteractive Virtual Laboratories (Bowen et al., 2014) and Inquiry Based Activities (Prince et al.,2015; Self et al., 2016). Figure 2 shows an example of a simulation developed during this projectthat forms the basis of part an Inquiry Based Activity in dynamics.Figure 1. Screenshot of the Student Interface of a ConcepTest for Engineering Dynamics. Theinstructor has the option to request written explanations and confidence when assigning

Conference Session

Multidisciplinary Engineering Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madeline Nelson, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Susan M. Lord, University of San Diego

Tagged Divisions

Multidisciplinary Engineering

learning more about?” Percentages reflect an aggregate of responses in threecategories: not at all/ somewhat disinterested, neutral, and somewhat/ very interested. Senior StudentsFigure 2. Senior student responses (n=46) to the question “What sources of energy are youinterested in learning more about?” Percentages reflect an aggregate of responses in threecategories: not at all/ somewhat disinterested, neutral, and somewhat/ very interested.Figure 3. A box-and-whisker plot illustrating composite scores indicating student interest infossil fuels and renewable energy. A score of 5 corresponds to very interested, while a score of2.5 aligns with neutral. (The box encompasses the median of the first

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Kouo, Towson University; Medha Dalal, Arizona State University; Bruk T. Berhane, Florida International University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Cheryl Beauchamp, Regent University; Adam R. Carberry, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

populations. Thispaper describes the experiences of a sample of high school educators that comprise the inauguralcohort of nine E4USA educators. The educators’ reflective responses to professionaldevelopment (PD), which they received as preparation for this course prior to the start of the2019-20 academic year are particularly illuminated. Literature Review A review of extant scholarship reveals several themes regarding the teaching ofengineering in K-12 settings. One theme is a tendency among some K-12 scholars andpractitioners to not distinguish engineering education as a distinct field within the STEMdisciplines. Nadelson, Callahan, Pyke, Hay, Dance, and Pfiester [5] suggest that the

Conference Session

Mechanical Engineering Technical Session: Dynamics I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daeyeoul Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Divisions

Mechanical Engineering

-efficacy [15]. Pintrich and hiscolleagues developed the Motivated Strategies for Learning Questionnaire (MSLQ) to measurecollege students’ SRL skills [5], and he proposed a conceptual framework for SRL in the collegeclassroom [9]. The framework consists of four phases that are explained in four areas forregulation; the four phases are ‘forethought, planning, and activation,’ ‘monitoring,’ ‘control,’and ‘reaction and reflection’; the four areas for regulation are ‘cognition,’ ‘motivation/affect,’‘behavior,’ and ‘context.’ Table I shows Pintrich’s SRL model [9]. TABLE I PHASES AND AREAS FOR SELF-REGULATED LEARNING Areas for regulation Phases

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Cutler, Pennsylvania State University; Yu Xia, Pennsylvania State University; Cliff J. Lissenden, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Bruce Gluckman, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University

Tagged Divisions

Graduate Studies

areas in ESM are very diverse, spanning from materials science to photonics, totheoretical mechanics, to neuroscience. This diversity is reflected in the student population thatapplies for admission into the ESM program. Many ESM students have a physics background,others have a more traditional engineering background, and, more recently, we have studentswith bioengineering or biology training. The first year for incoming graduate students is typicallydevoted to taking foundational subjects in their research area (the ESM qualifying exam has fivebroad areas of concentration: mechanics, materials, electromagnetics, nano- and bio-science, andneural engineering). Students preparing for the qualifying exam typically concentrate theiracademic plan to

Conference Session

First-Year Programs: Design in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Demetris Geddis, Hampton University; Brian Aufderheide, Hampton University; Herman W. Colquhoun Jr., IBM Canada Ltd.

Tagged Divisions

First-Year Programs

, iteration and learning. Success is measured by how wellwe fulfill our users’ needs – the user outcomes – not by features and functions. Functionally-,ethically- and otherwise diverse teams generate more ideas than homogeneous ones, increasingbreakthrough opportunities. While, considering that every stage of design is a prototype from astoried drawing to in-market solutions; iteration empowers the application of new thinking toseemingly stale issues. The keys to scaling design thinking to complex problems and complexteams involve aligning on a common understanding of the most important and most impactful useroutcomes to achieve (called Hills); and bringing the team and stakeholders into a loop of restlessreinvention where they reflect on work in a

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

sunil Dehipawala, City University of New York, Queensborough Community College; Vazgen Shekoyan; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Rex Taibu; George Tremberger Jr; Tak Cheung

assessment interms of social learning could be included during the COVID-19 lockdown. A reflection usuallycan start with “Why”. The 3-Whys: Why am I learning this? Why do people care that I learnthis, and why should I care? are good starts for improving self-awareness. “Think About YourOwn Thinking” is another deeper self-assessment metacognition strategy [13]. The auditoryprobabilistic thinking process in the induction reasoning upon the listening of MP3 media shouldbe reflected in the students’ answers [14]. Both formative and summative assessments are useful[15]. A weekly formative assessment may be able to grow a self-assessment mindset by thetenth week, and then a summative assessment at the fifteenth week would yield a holistic self-assessment

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Mojeed Olamide Bello, MORGAN STATE UNIVERSITY; Nkiruka Jane Nwachukwu, Morgan State University; Ida Mougang Yanou N, Morgan State University; Niangoran Koissi, Morgan State University; Celeste Chavis P.E., Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Topics

Diversity

], [2]. Conversely, theeffectiveness of hands-on learning can be reduced if there are inadequate levels of studentengagement and reflection [3], [4]. There are different learning settings in which a student canengage such as a laboratory, online classes, and through daily activities [5], [6], [7]. This studyshows how traditional labs can be transformed into hands-on labs by integrating USB-basedpersonal instrumentation used in electrical engineering. This approach is based on experimentalcentric pedagogy which integrates problem-based activities and constructivist-based instructionusing personal instrumentation that is designed to replace larger laboratory equipment [8]. Forthis project, the electrical engineering team supported each experiment

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

sunil Dehipawala, City University of New York, Queensborough Community College; Dimitrios S. Kokkinos, City University of New York, Queensborough Community College; Vazgen Shekoyan; Rex Taibu; George Tremberger Jr; Tak Cheung

learning assessment. The importance of scientific principle understanding inengineering education, described in the 2000 National Academy of Engineering Founder Awardgiven to Townes and the 2019 National Academy of Engineering Gordon Prize Innovation inEngineering and Technology Education given to Benkeser, should also be included in anassessment rubric [28. 29].The assessment consists of the three deliverables developed by McGill University experientiallearning team in terms of content-process mixture, big picture perspective, and reflection [30],and an additional deliverable on scientific data resolution related to engineering and technology.An assessment rubric example for experiential learning is listed in Table 1. Table 1: Assessment

Collection

2020 Fall ASEE Mid-Atlantic Section Meeting

Authors

Johannes Weickenmeier, Stevens Institute of Technology (School of Engineering and Science)

Tagged Topics

Diversity

memory andway to achieve desired understanding from our participants academic curriculum and aims at training andlearning outcomes [2]. engaging in creative and analytical activities.Participating, contributing,and reflection on research is particular powerful in building on basic knowledge acquired duringcourse work. This hold true in general but requires particular consideration and rethinking in termsof distance learning environments. The primary goal of our undergraduate student researchprogram was to engage students in active research and to provide a mentored experience forindependent research work. Due to a comprehensive COVID-related campus closure starting inMarch 2020, including a majority of the research labs, we

Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Kimberly Young-McLear, U.S. Coast Guard Academy; Sharon Zelmanowitz P.E., U.S. Coast Guard Academy; Royce Warner James Ph.D., United States Coast Guard Academy/Air Force Institute of Technology; Dani Brunswick, U.S. Coast Guard; Thomas W. DeNucci, U.S. Coast Guard Academy

Tagged Topics

CoNECD Paper Submissions, Diversity

be fully committed toeliminating all forms of oppression.Moral Courage:Building upon psychologically safe work environments, the Coast Guard must create a morallycourageous workforce, where all members have an immediate bias for action to intervene againstany culture or practice that inhibits the safety of any of our members. “Managers who treat ethicsas a routine activity, by holding people accountable, encouraging reflection and discourse aroundethical issues, and responding to challenges with moral courage, can help prepare felloworganizational members to identify and address similar issues before they become full-blownproblems [5].” Coast Guard members must have the moral courage to intervene againstviolations of laws, policies, or the

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly M. Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

]. Oehlberg, Willett, andMackay suggest this may also provide an entry point for new makers, who can dissect and buildupon other’s work to kickstart their own making practice [6].3 MethodologyIn this study, 31 semi-structured interviews with 14 different participants were conducted at twopublic U.S. universities (Big City U & Comprehensive U). Each university has campusmakerspaces with rapid prototyping equipment (e.g. 3D printers) and typical manufacturingequipment. Interviews were conducted on the campuses in 2019 prior to the move to remotelearning, and thus, reflect students’ more “typical” use of online activities in their learningexperiences. All interviewers were audio-recorded and later transcribed. There was a total of fourinterviewers

Collection

2020 Northeast Section Meeting

Authors

Seth Pearl, SUNY New Paltz; Rachmadian Wulandana, SUNY New Paltz

that can be infill density of 10%. This turbine design was chosen for itsused for applications such as electricity and transportation in partially curved surfaces and large flat areas on its four sides.isolated societies like Brazil [2]. It is expected that these geometrical features would generate sufficient shearing forces and, hence, torque needed for The current project reflects on early progress of an rotation. Additionally, a simple cylinder placed in submergedinnovative design for power harvesting of kinetic energy from flowing fluid will naturally stabilize with the longer sideflowing water

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Dimitrios Stroumbakis PE, City University of New York, Queensborough Community College

Tagged Topics

Diversity

awareness of public sector employmentopportunities on Public Interest Technology discipline—a high demand field and currentlyfocusing its effort in supporting universities and colleges across the country to implementtechnology curriculums with Public Policy training to better serve the public sector in advancingits services for the good of society as a whole. QCC Students expressed strong desire to serve asagents of change by visiting public works to train and consult customers on the benefits ofProject Management and MS project software tools.Lastly, our PM assessments will be evaluated as they are a direct reflection of our modulequality, but given the program importance on the student awareness, attitudes, and knowledge(42 questions), we will

Conference Session

Race/Ethnicity Track - Technical Session V

Collection

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

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer; Helene Finger P.E., California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, Race/Ethnicity

/staff partnerships to a) develop more accurate and richer explanations for patterns of student recruitment, retention, and graduation at Cal Poly; b) enact change to better support student success; and c) evaluate and reflect on efforts to enact change.This work was strongly informed by a then-active Cal Poly collaboration [2011-14] with theUSC Center for Urban Education (CUE), which encouraged the institution, as a whole, to shiftfrom a “focus on students” as the problem to “institutional accountability.”In the 6 months following the PLC (prior to 11/1/2012), participants had submitted three grantproposals to address PLC findings and leverage collaborative relationships that were developedvia PLC participation

Conference Session

Race/Ethnicity Track - Technical Session II

Collection

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

Authors

Avneet Hira, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette; James Holly Jr., Purdue University, West Lafayette; Kayla Renee Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity, Race/Ethnicity

reflect on the atrocities that led to the racial unrest in 1943, and the deindustrializationthat precipitated the racial tumult during the summer of 1967. Both events are inconspicuousaspects of Detroit’s past, that have direct connections to bringing about its current state. I dowhat I do because unfortunately Detroit is not an anomaly in regard to other predominantly blackurban cities. True democracy depends on individuals collectively toiling to secure justice andequitable living conditions for these resource-forsaken communities. I consider diversity to be a synonym for difference or variety, appearing incharacterizations of opinion, religion, race, or any other classification of something or someone.Given the history of monolithic

Conference Session

Gender Track - Technical Session III

Collection

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

Authors

Tim John Weston, University of Colorado, Boulder; Wendy DuBow, National Center for Women & IT; Alexis Kaminsky, Kaminsky Consulting, LLC

Tagged Topics

Diversity, Gender

active interest in these areas when in high school. For both Tech- and CS-persistergroups, computing interest decreased from high school to college, but tech majors’ interestdecreased less than did non-tech majors. It is somewhat counterintuitive to see lower ratings inInterest for both groups when they reach college. This is most likely a reflection of loss of 9interest in the individual items that make up the composite such as gaming or game design orhardware, for instance. This interest shift coupled with the specialization that takes place in CSor IT majors may account for the overall decreased interest we observed. It makes sense thatstudents who choose a specialized major focused on

Collection

2018 ASEE Zone IV Conference

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines

industry and needed for the world of tomorrow” (Spiegel, 2016, pp. 1). The modelprovides a framework to analyze, design, and assess courses and learning opportunities acrossthe design, enactment, and post-instruction phases of course implementation. The framework isbroken down into five separate components: Articulate, Design, Enact, Reflect, and Collaborate.Articulate. Engineering Learning begins by articulating the purpose and rationale for a course in a few sentences. This entails addressing four points: 1. Rationale and Purpose of the Course: What is the value and overall purpose of the course? Why this course at this time for the students? How does this course connect to other courses in the sequence?Moving Beyond Active

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); Andrew O. Brightman, Purdue University, West Lafayette (College of Engineering); David Torres, Purdue University; Sean M Eddington, Brian Lamb School of Communication - Purdue

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering (BME) at Purdue University. These schools sharesimilarities with some common coursework and faculty, but also provide contrasts as BME’sundergraduate population, on average for recent semesters, has been 44-46% female, where ECEhas been 13-14% female. Although BME has slightly more underrepresented minority students(7-8% versus 5%), approximately 60% of BME students are white, versus 40% for ECE. It isimportant to note that Purdue’s School of ECE offers B.S. degrees in Electrical Engineering (EE)and Computer Engineering (CmpE), which reflect unique disciplinary cultures. Additionally, theschools differ significantly on undergraduate enrollment. The BME enrollment was 278,whereas ECE’s enrollment was 675 in EE and 541 in CmpE1.In this

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College

Tagged Topics

NSF Grantees Poster Session

#4 Ninety-two percent of graduating SESMC scholars who complete a major milestone (Objective #2) will be employed or enrolled in a four-year program related to their discipline within two years of completion.Objective #5 Success and retention rates among SESMC scholars in select core courses will be at least 83% and 95% respectively. The success rate (“C” grade or better) among comparable STEM students in core courses is 72%; the target reflects a 15% increase over the baseline. The retention rate (percent completing a course) among comparable STEM students in core courses is 85%; the target reflects a 12% increase.Scholar Selection Process and

Conference Session

Awareness, Expectations, and Recognition of Ethics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss thebroader ramifications of various engineering decisions in authentic contexts. Ultimately the goalis to better prepare young engineers to tackle ethically the current and future challenges thathave tended to be underemphasized in traditional engineering curriculums.Thus, broadly, our study asks “​What impact does giving engineering students authentic butplayful role-playing experiences in the context of examining the ethical, social, andsocietal impacts of engineering solutions have on their knowledge, attitudes, andabilities to act ethically as engineers?”As most

Conference Session

Technical Session 1d

Collection

2017 Pacific Southwest Section Meeting

Authors

Medha Dalal, Arizona State University; Jean S Larson, Arizona State University; Claudia Elena Zapata, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Edward Kavazanjian Jr., Arizona State University; Nasser Hamdan, Center for Bio-mediated & Bio-inspired Geotechnics

Tagged Topics

Diversity, Pacific Southwest Section

starting with simple problems, we created a logical sequence of topics andexamples to be covered. To create a lasting impact, we decided to end the lecture with a slideoutlining elective courses and undergraduate research opportunities for students.Instructional strategies In order to promote engagement and facilitate retention of knowledge, we includedpractice, reflection, or review activities in each section of the module (Table 1). Table 1: Technical content paired with instructional activities in the module Section Detailed Topics Student activity 1. Defining • Hierarchy of civil engineering fields Working in pairs, identify real

Conference Session

Issues in Engineering Technology Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Otilia Popescu, Old Dominion University; Vukica M. Jovanovic, Old Dominion University

Tagged Divisions

Engineering Technology

course did not include a semester projectthat could have been used as the main document for a writing assignment and any writingcomponent in the course should not have taken much weight on the grading scale and was not tobecome a course objective in itself. With that in mind, several low stake writing items wereassigned along the semester including discussions or comments in quizzes, tests or homeworkassignments, and reflection paragraphs on graded tests, while the main writing component of thecourse was an end of the semester paper that each student had to prepare on a chosen topic.Topics were selected from the material studied in class and the collection of papers resulted fromthis assignment were compiled into a class portfolio that was made

Conference Session

Community Engagement in Diverse Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jo-Ann Panzardi PE, Cabrillo College; Terra D. Morris, The RP Group; Xitlali Galmez-Marquez, Cabrillo College; Patricia E. Sanders; Eva Schiorring, StemEval; Kurt Degregorio, Cabrillo College

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

students.The EA Program consists of a four phased model: (i) application process; (ii) preparation fallsemester 2-unit ENGR 98A Global Engineering course building team spirit, studyingGuatemala’s culture, politics and economy; learning about travel and worksite health; andconducting preliminary design for the abroad project; (iii) two-week engineering service-learning1-unit ENGR 98B Engineering abroad course in Guatemala during the winter session workingalongside community members in designing and building community-directed projects; (iv)reflection spring semester weekly meetings delivering presentations and papers on theexperience to the Cabrillo College community, local engineering organizations, and at ASEE andSociety of Professional Engineers

Conference Session

CEED Technical Session I: WIP: Experiential Learning Potpourri

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., University of Wisconsin, Platteville; Lily Chang, University of Wisconsin, Platteville

Tagged Divisions

Cooperative and Experiential Education

deliverable had a list of requirements announced two weeks before it wasdue. The deliverables were graded as a team based on how well the team was meeting therequirements. The grading components for each deliverable included the documentation,presentation, an individual reflection paragraph and the source code. Since the CSSE students hadweekly reviews, they were able to keep up with the schedule and meet the requirements. All theCSSE teams completed the web servers utilizing AWS or Microsoft Azure, and completed thegraphical user interface for visualizing the sensor data. 5. Reflective CritiquesPrior to the end of the course, an anonymous survey was administered to students to gauge theiropinions about the collaboration. The survey was developed

Conference Session

Multidisciplinary Engineering Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Burns, Western Michigan University; Megan Hammond, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

the software on exams). Generalcomments about the lecture also reflected that too much material is being covered, the lectureperiods feel rushed, and therefore the exam periods seem too short.Constraints, Challenges, OpportunitiesSome comments from the above section reflect some expected frustrations given the nature ofteaching statistics in a multidisciplinary environment [4]. The breadth of topics covered makes itnecessary to move quickly during lectures and the diversity of the student population makes itdifficult to design examples that will be relevant to all engineering disciplines. There alsoappears to be a lack of engagement with the topic of statistics itself that may stem simply fromthe growth of the lecture sections over the years

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Kim M. B. Tucker, Boise State University; Samantha Schauer, Boise State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

activities and interactions sparking the interest of the individual. • Cycle 2: Potential value: Knowledge capital. Activities and interactions can produce “knowledge capital” when the value is realized at a later date and time. • Cycle 3: Applied value: Changes in practice. Adapting and applying knowledge capital that leads to change in practice, approaches, or protocol. • Cycle 4: Realized value: Performance improvement. After applying the knowledge capital, reflection on what effects the application of knowledge capital had on the members practice is taken into consideration. • Cycle 5: Reframing value: Redefining success. Value creation is achieved when social learning causes a reconsideration

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity, NSF Grantees Poster Session

conversation about how we teach and train engineers to workin diverse teams in first-year programs and beyond. Students also showed a decrease in teamratings of their effectiveness over the course of the semester. This decrease may not be an overallreduction in students’ effectiveness in teams. In fact, student reflections on teaming activities andcases of conflict in teams decrease over the course of the semester. Instead, we believe that thisshift occurs as students learn more about what it means to be a good team member, become morecomfortable giving their peers feedback and subsequently deliver ratings that are more realistic.As part of understanding students’ perceptions of working on diverse teams, we have beenpaying close attention to how

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Topics

Diversity, NSF Grantees Poster Session

theirengineering communities. They meet many of their fellow classmates and use this informationwhen forming study groups and/or reaching out to their peers for assistance.Authentic Scenario (Relevancy)An authentic project is assigned to pique student interest and demonstrate the applicability of thecourse. For this study, we used the 2007 collapse of the I-35W Bridge in Minneapolis, MN [19].Students are asked to reflect on their past and current understandings in the form of reflectionquestions: “What engineering concepts do you need to explain the cause of the collapse?” “Whatrole will this course play in preparing you to understand the cause of the collapse?” This allowedcourse concepts, often seen as abstract, to be directly applied to an authentic