Conference Session

Software Engineering Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Massood Towhidnejad, Embry-Riddle Aeronautical University, Daytona Beach; Alexandria Spradlin, Embry-Riddle Aeronautical University; Thomas Rogers Bassa, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Constituent Committee

RequirementsAt the beginning of the internship, the envisioned product was a semi-autonomous vehicle that could bedriven remotely. To be controllable remotely, it was required that the vehicle stream live high definition(HD) video at all times. The vehicle would also have a fully-autonomous mode in which it would travelalong sidewalks to navigate between waypoints. While in the autonomous mode, the vehicle would avoiddynamic obstacles. To protect the vehicle from rain and water accumulation on the ground, it was requiredthat the vehicle be IP67 compliant [1], meaning that the vehicle be dust-tight and immersible in 1~m of water.The vehicle also need be able of carrying a payload of at least 3lbs. The vehicle also shall have a light andsound source to

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Purdue University, West Lafayette; James Holly Jr., INSPIRE Institute, Purdue University; Morgan M Hynes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

c American Society for Engineering Education, 2015 Interest-based engineering challenges phase I: Understanding students’ personal, classroom, engineering, and career interestsIntroduction Engineering as a K-12 endeavor has formal beginnings as early as 2000 whenMassachusetts included engineering in its state curriculum frameworks1. The past fifteen yearshave seen increased attention on engineering in the K-12 classroom and was recently included inthe Next Generation Science Standards2, a set of national standards for science education thatgive equal attention to the importance of learning engineering. Marzano, Pickering, andMcTighe3 describe five dimensions of learning: (1) positive attitudes and perceptions

Conference Session

Explorations in Mechanics Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University; Charles E. Riley, Oregon Institute of Technology; Luciana R. Barroso, Texas A&M University; David G. Pollock P.E., George Fox University; Jennifer Light, Lewis & Clark College; Adam Lenz, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

curricularmaterials and pedagogies, which will in turn improve engineering education practice.OverviewThis paper will first briefly outline the context of this collaboration by describing: (1) the generalapproach to adoption that informed the development of the collaboration, and (2) the theoreticalframework of the research that inspired the curricular materials. Note that this project isongoing. For a summary of our previous findings on student understanding (as well as ourrecommendations for instructors), see1–3,7,8, and for our research exploring adoption moregenerally see 7,9,10.Our collaboration was built on a two-day, in-person workshop involving six researchers and 15engineering instructors. Participants formed small groups with at least one

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

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

LEAP report, recognizing similar challenges ofglobalization and responding with a similar vision: We are committed to the liberal arts and sciences as a basis for intellectual and personal growth. The University endeavors to prepare women and men for lives of personal and professional service and leadership. The University is aware of the challenges of living in an international community and therefore adopts a global view in its programs and its vision.The University of Evansville seeks to fulfill this mission through its general education program,Enduring Foundations, which is composed of 11 student outcomes: 1. Critical reading and thinking 2. Engagement with imaginative expressions of the human

Conference Session

Electrical and Computer Engineering Curriculum Design and Evaluation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Yacob Astatke, Morgan State University; Charles J. Kim, Howard University; Abdelnasser A Eldek, Jackson State University; Hamid R. Majlesein, Southern University and A&M College; Petru Andrei, Florida A&M University & Florida State University; John Okyere Attia P.E., Prairie View A&M University; Kathy Ann Gullie PhD, University at Albany/SUNY; Corey A Graves, North Carolina A&T State University; Ali Reza Osareh, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

areinvestigating formulations of concepts and possible learning and assessment activities andcollecting data on their effectiveness. We identify three objectives of Hands-On instruction, 1) toapply instrumentation to make measurements of physical quantities, 2) to identify limitations ofmodels to predict of real-world behavior, and 3) to develop an experimental approach to Page 26.1375.3characterize and explain the world. We have consulted with experts to develop a list of commonmisconceptions students display in laboratory instruction. A unique feature in testing Hands-Onconcepts is that laboratory skills are inextricably tied to analytical concepts and

Conference Session

Women in Engineering Division: Strategies Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Katherine C. Titus-Becker, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

receptions for high achievingstudents. Changing the Conversation1 has been a guide for reworking both. At receptions foradmitted students, aimed at increasing yield, very simple-seeming changes have been made.Engineering staff who present are selected to include half women. Students who present are alsocarefully selected for the image they portray. More pictures of people are used in the presentations,and they portray a diverse student body. Overt references to women being underrepresented havebeen removed. Instead, the ways in which the College addresses real-world problems and the diverseCollege faculty who do so, are highlighted. Some sample PowerPoint slides are shown in Figure 1.Figure 1: Sample PowerPoint slides used at recruiting eventsThese

Conference Session

Technical Session: Student Experience & Perspectives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Student

education and identity development. Page 26.298.1 c American Society for Engineering Education, 2015 Building a Community of Practice: Discipline-Based Educational Research GroupsEngineering Education is a growing field. Twenty-three universities have doctoral programs inengineering education while numerous others offer certificates, courses, or the option to pursueengineering education research in traditional engineering disciplines.1 Sixteen institutions haveASEE Student Chapters, offering another way for students who are interested in engineeringeducation research to

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Barbara M. Moskal, Colorado School of Mines; Joe Saboe, Denver Public Schools

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

publications in the United States, e.g.,“Engage to Excel: Producing One Million Additional College Graduates with Degrees inScience, Technology, Engineering, and Mathematics” [1], “Rising Above the Gathering Storm”[2], “Before It’s Too Late” [3], and “A Nation at Risk” [4]. By 2018, 35% of all STEM jobs willrequire training beyond high school [5]. Yet, only 14% of current college degrees are awarded inSTEM fields [6]. In 2012, the President’s Council of Advisors on Science and Technology(PCAST) submitted a report [1] which emphasizes the need to prepare high school students topursue degrees in STEM. An NSF report [7], argued, “To succeed in this new information-basedand highly technological society, all students need to develop their capabilities in

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Tamara Ball, University of California, Santa Cruz; Zachary W Graham, University of California, Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

development teams. Individual student-internsdefined their anticipated roles and determined tentative scopes of work; these roles andresponsibilities encouraged ownership over tasks as teams later reformed around current projectneeds. These early roles are presented in Table 1, corresponding to the student’s major andcategorized by initial development team. Table 1: Initial development teams by team name and their group-level responsibilities as of the first week of theinternship. Group research areas are subdivided into different scopes of work and labeled by academic major. Also shown are the home institutions, where CC: Community College, RU: Research University, and HS: High School Team Name and Academic Major Responsible For

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and perceptions regarding engineering.Additionally, changes in teachers’ self-efficacy of teaching engineering and students’ attitudesabout science and engineering were measured. This article discusses the value of elementaryengineering education in rural communities.Keywords: Engineering education; professional development; elementary; rural schoolsIntroduction Science education in elementary (K-6) curriculum is often lacking and leads towidespread lack of preparation and misconceptions about fundamental science ideas in middleand high school students.1 Researchers have documented that elementary classroom scienceinstruction is typically limited and of low quality.2,3,4,5 Further, results from a 2013 nationalsurvey indicated that

Conference Session

Diversity in Community Engagement Implementation I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois, Urbana-Champaign; Ann-Perry Witmer P.E., University of Illinois; Matthew Tan, University of Illinois at Urbana-Champaign; Grace Frances Witmer, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

knowledgeinto new frameworks.Flexibility in topic, discussion, structure and partners is key to providing a meaningful classroomexperience for students, while also teaching engineers to remain nimble, contextual and criticalin thought as they evaluate solutions to a design problem.Incorporation of multiple professional and peer viewpoints, in the form of professional advisorsand alumni mentors, gives students diverse perspectives as well as comfortable resources toconsult outside of the classroom, and demonstrates that many approaches can exist in tackling adesign challenge.Bibliography 1. Atman, C. J.; Adams, R. S.; Cardella, M. E.; Turns, J.; Mosborg, S.; Saleem, J. Engineering Design Processes: A Comparison of Students and Expert

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

term learner gains 8,9To have a greater understanding of how this directly applies to deeper learning we need to take alook at Figure 1 below which graphically represents Webb’s Depth of Knowledge taxonomy.10As learning blocks are heavily focused on application of knowledge, many of the Do-It/Challenge-It sections revolved around Level 2-4 activities with the majority focusing on Level 3-4 activitiesbut scaled for time. What follows below is a sampling of two badges and two learning blocks.Badges incorporate all the various pieces from all of the learning blocks into a set of achievementsin a recognizable way. So a daily badge will require both completion of an engineering themedblock, an art themed block, a science themed block, a technology

Conference Session

Developing an Academic Framework Supportive of our Military Veterans

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Anthony W Dean, Old Dominion University; Carol L Considine, Old Dominion University; Karina Arcaute, Old Dominion University; Petros J Katsioloudis, Old Dominion University; Mileta Tomovic, Old Dominion University; Thomas B. Stout, Tidewater Community College; Connor Schwalm, Old Dominion University; Jennifer Grimsley Michaeli P.E., Old Dominion University; Yuzhong Shen, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Military and Veterans Constituent Committee

predictors for later academic success and retention (Durdella & Kim, 2012). A statistical analysis based on data retrieved from U.S department of Education and theNational Center for Education Statistics, year 2011-12 is shown in Figure 1 (Molina, 2015). Amajority of veterans are currently enrolled in associate degree or certificate programs (54 %),and only 19 % are enrolled in public 4-year colleges. Their average age is 25, the majority ofthem have dependents (52%), are U.S. born (94%), white (63%), and male (79%). Only 20 % ofveterans are enrolled in STEM fields. Figure 1: Undergraduate student veterans by numbers (Molina, 2015) Strategies recommended for institutions to serve as a veteran friendly include: a

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. References  [1] Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students' professional identity: Implications for recruitment and retention. Proceedings of the[2] Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571[3] Matusovich, H. M., Barry, B. E., Meyers, K., & Louis, R. (2011). A multi-institution comparison of students’ development of an identity as an engineer. Proceedings of the 118th ASEE Annual

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

andcomputer science.This paper is focused on engineering students who are both transfer students and sophomores,even though they may be classified as upper division students due to their total number of earnedcredit hours. During the 2012-2013 academic year, 581 students transferred into engineering andcomputer science in the Ira A. Fulton Schools of Engineering at Arizona State University (ASU).Of this total, 458 were classified as upper division and 123 as lower division students. Thenumbers of new transfer students in fall 2013 are shown in Table 1. Lower Division Upper Division Total Fall 2013 Female 22 51 73 (15.7%) New Engineering & CS Male Transfers

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the blending of science and engineeringas its first “conceptual shift,” combining the two into “Science and Engineering Practices”(NGSS, Appendix A). NGSS explains, “This integration is achieved by raising engineeringdesign to the same level as scientific inquiry in classroom instruction when teaching sciencedisciplines at all levels and by giving core ideas of engineering and technology the same status asthose in other major science disciplines” (NGSS, Appendix A). The following analysis examines how it addresses issues of equity and access in theimplementation of these “science and engineering practices.” To do this, the authors: 1. Examine the historical purposes of science and engineering education (as well as the connections

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Jenna P. Carpenter, Louisiana Tech University; Stacy Doore, University of Maine; Roger A. Green, North Dakota State University; Karen J. Horton P.E., University of Maine; Kristen L. Jellison, Lehigh University; Sharon Melissa Latimer, West Virginia University; Marci J. Levine, Lehigh University; D. Patrick O'Neal, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

, helping men develop a personal motivation forengaging in gender equity efforts, utilizing male roles models, providing opportunities for male-only dialogues, and engagement in solution-building. Barriers include apathy, fear of status loss,and lack of knowledge about gender inequities15. Additional theory and research indicate thatthere are key stages in the development of an ally identity and effective ally behaviors16-21.Overall, there appears to be accord among investigators such that (1) potential allies must firstunderstand unearned advantage and how it works in their own lives as well as how it impacts thelives of systemically disadvantaged persons; (2) successful ally development approacheseducate, inspire, and support members of the

Conference Session

Non-Canonical Canons of Engineering Ethics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Virginia Tech; Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Joseph R. Herkert, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

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

written, distributable articulation of suchpriorities is also felt to be required. But if we are interested in the social relations associatedwith engineering codes of ethics, we must ask: Why precisely is such an articulation felt to benecessary? After all, many features of many professional operations never find such formalexpression; although Codes of Ethics for History professors exist, they are rarely invoked inpractice or passed along for graduate students, for example. Moreover, although developing acode of ethics is commonly viewed as having been an essential part of engineering’sprofessionalization in the United States,1 the question of how codes of ethics actually shape dailyengineering practice is a, huge realm for study. To delve into

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education:A Mediated Discourse Analysis of student presentations in a first year projects course Page 26.880.3 Ideologies of depoliticization in engineering education: A Mediated Discourse Analysis of student presentations in a first year projects course1. IntroductionThis paper works toward two goals. The first is to build on our previous work on“becoming an engineer”,1 in which we have attempted to understand engineering learningwithin a broader framework that focuses not only on the development of knowledge orcognitive capacities, but also on additional dimensions, including the development ofidentities within social

Conference Session

Reflective & Critical Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Prashant Rajan, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Society for Engineering Education, 2015 1 Not engineering to help but learning to (un)learn: Integrating research and teaching on epistemologies of technology design at the margins  Abstract  Locating engineering education projects in sites occupied by marginalizedcommunities and populations serves primarily to reinforce themisapprehension that the inhabitants of such sites are illiterate, inept,incapable and therefore in need of aid or assistance from researchers, facultyand students. Drawing on the emerging literature on engineering educationand social justice, I examine the stated objectives, content, duration, andoutcomes of exemplar projects

Conference Session

Women in Engineering Division: Curricular Programs

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

sometimes when I'm like I can't believe I suck at math, like why?” (1stinterview), “I guess career-wise maybe so I'm not very strong at math” (2nd interview), and thefollowing passage from the 3rd interview: I realized, like, one: I sucked at (ooh… gosh...). Um, you're probably gonna be sick of hearing me talk after this!... S: No no... R: 1- I suck at math. S: Ok... Page 26.1582.6 R: I don't suck, I was, was pretty weak at math. I didn't have natural. My sister has a lot more aptitude for learning math.The repetition of this theme, in both 1st and 2nd person speech, suggests that this is a

Conference Session

Women in Engineering Division: Student Issues as Related to Culture

Collection

2015 ASEE Annual Conference & Exposition

Authors

Beth A. Powell, Tennessee Technological University; Joanna Wolfe, Carnegie Mellon University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

on the scenarios and open-endedquestions related to issues of sexual harassment.Participants:A total of 96 subjects participated in this study, although not every participant responded toevery scenario. We have clarified the numbers of participants responding to each scenario in the Page 26.1434.3results section. Participants consisted of engineering students (19 female; 14 male), facultymembers (19 female; 14 male), and professionals (27 female; 11 male). Students and facultywere recruited from universities ranging from research 1 to smaller, liberal arts schools. Studentswere predominantly sophomores and juniors, while faculty members all

Conference Session

Writing and Communication II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah Liggett, Louisiana State University; Boz Bowles, Louisiana State University; Annemarie Galeucia, Louisiana State University; Warren R Hull Sr. P.E., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

communication skills among students in C-I courses. Results from C-Icourse completion questionnaires showed that we still had some room to improve our students’perception of the value of the communication assignments they completed (see Figure 1).However, results also indicated that students realized that improving their communication skillswas essential for careers in engineering (see Figure 2). 180 160 140 120 100 Fall 2007 80 Spring 2008 60 40 20 0 Very Little Little Somewhat Much Very MuchFigure 1: Student responses to question, “How much did the

Conference Session

Socio-Technical Issues in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David H. Torres, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

unrealistic and difficult to relate to their own circumstances.2,3 Over the course of everydayengineering design work, many students do not realize they are engaging in ethical processes atall,2,4 and have little to no recognition of how their considerations shape and are shaped by theorganizational context of the program. Indeed, it is often only on looking back “after thingsturned out nasty” that reasoning seemingly unrelated to ethics may be identified as ethical.1 Likewise, students may not recognize that engineering design is inherently tied to ethics.However, the products of an engineering design process, and especially the use of thoseproducts, undoubtedly are.1 Scholars have argued that ethical issues arise on a day-to-day basisin the

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

illustrating how courses taught in a higher education makerspace meet long-standing design education goals (such as design across the curriculum). This paper presents thebenefits of makerspace-hosted design courses, highlighting three models that illustrate the abilityof a higher education makerspace to improve design education.Design Education: History and ChallengesThe importance of design as a component of engineering education is stressed in Fiesel’s (et al.)description of engineering as “a hands-on profession where doing is key.”1 According to Fiesel, akey aspect of the profession is to design, analyze, and build creations that harness and modifyenergy, materials, and information to solve problems and improve humanity’s standard of living.The

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sergio William Sedas, Tecnológico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

intentionally create possibility: 1. Find your purpose and declare a statement of possibility 2. Communicate and enroll others into possibility 3. Define a project, event, program or initiative 4. Layout a plan 5. Get into action 6. Acknowledge and Celebrate along the way2.3.4 Using Intentional Possibility in LearningPeople that live in possibility develop a number of traits we wish to develop in our students.They are driven, motivated, engaged, focused and prone to openly accept and handleadversity as challenge.By engaging students in possibility and having them enrol volunteers to develop a project thatimpacts between 50 and 200 people, we can provide an environment in which the studentincreases resiliency, self-confidence and

Collection

Proceedings of the 2020 ASEE PSW Section Conference, canceled

Authors

Scott Matthew Boskovich, California State Polytechnic University, Pomona; Chris Burns, Boys Republic

Tagged Topics

Diversity

Republic’s students produce and ship more than 40,000wreaths, each year, to destinations throughout the United States and around the world5.Figure 1. (Left) Boys’ Republic Christmas Wreath. (Right) Final assembly and production of the wreaths. Notice along the backwall the hook line assembly line that travels throughout the various assembly areas.The challenge the engineering team addressed for this aspect of the wreath production was theapplication of the clear lacquer sealant. The project’s primary goal was to replace the manualapplication of the lacquer which can expose the workers to various chemicals if they are notwearing the necessary protection and while also alleviating the long days that can cause theworkers to become fatigued while

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

Tagged Topics

Diversity, NSF Grantees Poster Session

(CCs). The authors suspected that these transfer students might just be the tip of a large icebergof students who sought and could benefit strongly from a “supportive hand.” 1 There were noprograms at that time specifically for new transfer students in ENGR; the only option availableto learn about life at a large school for these students was to join freshmen students in an ASU101 introductory class. Transfer students averaging age 25 are not particularly enthralled to be inclass with 18 year olds who are very interested in what happened in the dorm last night. The firstauthor and director of the NSF STEM for upper division students then wrote a second successfulproposal (#0324212) to NSF to support upper division transfer students in an S

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 10

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melany M. Ciampi, Safety, Health, and Environment Research Organization; Claudio da Rocha Brito, Science and Education Research Council; Rosa Maria Castro Fernandes Vasconcelos, Universidade de Minho; Luis Alfredo Martins Amaral P.E., University of Minho - ALGORITMI; Victor F. A. Barros Ing.-Paed IGIP, Science and Education Research Council

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

sciences.Contents, tools and services provided by COPEC, through courses, publications and consultationswith national and international experts, contribute to the promotion of the professional who wantsto be privy of the new achievements and the service of man to technology.COPEC enjoys respect and recognition internationally characterized by the open discussion, thefree exchange of ideas, respectful debate, and a commitment to rigorous inquiry. Its IIE –International Institute of Education - is a bold and resilient source of innovation in highereducation [1].Educational Aspects in Current RealityWork environment worldwide has changed drastically, and today millions of professionals arealso unemployed, even in advanced economies. On the other hand

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gouranga Banik, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

themtime, productivity, and sanity. It typically takes them 4–5 years to become as productive inresearch and as effective in teaching as they ever become. The other 5%—the “quickstarters”—meet or exceed their institution’s expectations for research productivity and score inthe top quartile of teaching evaluations in their first 1–2 years on the faculty. Boice foundthings the quick starters do that the other new faculty doesn’t do, and he also found thatthose strategies can be effectively taught.Most of us on college faculties learn our craft by trial-and-error. We start teaching anddoing research, make lots of mistakes, learn from some of them, teach some more and domore research, make more mistakes and learn from them, and gradually more or less