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Displaying results 751 - 773 of 773 in total
Conference Session
K-12 Professional Development II
Collection
2013 ASEE Annual Conference & Exposition
Authors
Bette Grauer, Kansas State University; Karen L Roberts, Upward Consulting; Tom C. Roberts P.E., FASEE, FNSPE, Kansas State University; Gary A. Clark, Kansas State University; Amy Rachel Betz, Kansas State University
Tagged Divisions
K-12 & Pre-College Engineering
experiences to solve real-world problems. Preparing K–12 teachers to provideauthentic engineering activities in their classrooms required integrated mathematics and scienceapplications, along with exposure to engineering design.3 Learning engineering related activities Page 23.505.4and collaborating with other STEM teachers allowed teachers to think more like an engineer —analytically, critically, and reflectively.3 Professional development resulted in secondary teachersgaining knowledge and skills to transfer this new learning into the classroom and school setting.Teachers identified effective professional development as including hands-on activities
Conference Session
FPD 2: Retention
Collection
2013 ASEE Annual Conference & Exposition
Authors
Herbert P. Schroeder, University of Alaska Anchorage; Linda P. Lazzell, University of Alaska Anchorage
Tagged Divisions
First-Year Programs
, safety, and a community of belonging. The Tlingit dugout canoedesign of the structure has become a landmark in our state. Students meet in the ANSEPBuilding to study and form the relationships that bring them success. The impact will endure forgenerations.The ANSEP partners provided the funding necessary for construction. The students drove thedesign process and were adamant that the building overtly reflect Native culture and values. Thebuilding opened in October 2006. Having dedicated space provides an excellent venue for eachof the ANSEP programmatic components. Photo 1: The Alaska Native Science & Engineering Building on the University of Alaska Anchorage campus.Students, industrial partners, and university faculty and staff gather
Conference Session
Capstone Design
Collection
2013 ASEE Annual Conference & Exposition
Authors
Olga Pierrakos, James Madison University; Elise M. Barrella, James Madison University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Justin J Henriques, James Madison University; Daniel Devon Imholte
Tagged Divisions
Design in Engineering Education
teaching the engineering design courses have workedcollaboratively to develop these courses so that the content will be developmental with seamlessintegration and transitions over the seven semester sequence. This was achieved by havingweekly or biweekly meetings to discuss the execution of these courses as well as many meetingsduring summers, before the start and after the completion of each semester to reflect and identifyareas of improvement in content, delivery, and assessment.Our pedagogical vision in teaching these engineering design courses is to enable masterylearning through directed and non-directed, group-based and independent, simple and complex,structured and unstructured, problem-based learning experiences that incrementally expose
Conference Session
Retaining and Developing Women Faculty in STEM
Collection
2013 ASEE Annual Conference & Exposition
Authors
Katherine Fu, MIT; Tahira N Reid, Purdue University; Janis P. Terpenny, Iowa State University; Deborah L. Thurston, University of Illinois, Urbana-Champaign; Judy M. Vance, Iowa State University; Susan Finger, Carnegie Mellon University; Gloria J. Wiens, University of Florida; Kazem Kazerounian, University of Connecticut; Janet Katherine Allen, University of Oklahoma; Kathy Jacobson
Tagged Divisions
Women in Engineering
reflects the overall lowrepresentation of minorities and women in the mechanical engineering profession. Workshopattendees develop crucial skills to help them negotiate, network, navigate and lead change, andcommunicate. In addition, connecting attendees within the design community early in theircareers, will give them opportunities to support each other throughout their careers. Ourhypothesis is that building a community that provides networking and support, opportunities forcollaboration, and professional development, will lead to greater career success, personalfulfillment and professional happiness, retention, and greater participation/contribution fromwomen and minorities, as suggested in the literature.Literature ReviewAlthough the
Conference Session
Track 3 - Session I - Faculty Development
Collection
2013 ASEE International Forum
Authors
Reginald Vachon P.E., American Society of Mechanical Engineers; Robert O. Warrington Jr., Michigan Technological University; Robert D. Kersten, University of Central Florida
Tagged Topics
Invited - Faculty Development
indicators shows that they are mostlyeconomic, social or health oriented and few such measures have science and/or engineeringcontent. Further, while they may reflect some degree of progress toward desired ends, theyreflect little or no cause. Therefore, this suggests that the indicators give little information aboutcause and effect of the intended development, but represent aggregated results in a way as to notbe readily identifiable with pertinent inputs. In the search for engineering excellence in pursuit ofeconomic growth and sustainable development it is believed that indicators should containfactors that are more cause and effect related.Few direct measures of the science and engineering exist throughout the continent. Therefore, notonly is an
Conference Session
Laboratory Experiences in Electronics and Circuits
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kenneth A Connor, Rensselaer Polytechnic Institute; Bonnie H. Ferri, Georgia Institute of Technology; Kathleen Meehan, Virginia Tech
Tagged Divisions
Division Experimentation & Lab-Oriented Studies
Exit Surveys: The goal of the survey is to determine the impact of hands-on learning asstudents reflect on their academic experiences. Student input also reveals the expected value ofthese experiences in their professional careers as they have, typically, completed their job searchand have an understanding of the knowledge and skill sets that will employ in the near future.4.0 ComparisonThe three models of implementation of the hands-on activities can be compared against severalcriteria as shown in the table below. The model described in Section 2.1, Small In-ClassActivities in Lecture-Based Courses, is abbreviated as “Small In-Class Labs.” The modeldescribed in Section 2.2, Student-Owned Equipment in Lab Courses, is abbreviated as“Ubiquitous
Conference Session
Undergraduate Student Issues: Persistence
Collection
2013 ASEE Annual Conference & Exposition
Authors
Christine Valle, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology; Ann Marie Blasick, Georgia Institute of Technology
Tagged Divisions
Women in Engineering
together. There may be a severe lack of consistency inhow the data is measured from one institution to the next. For example, each institution maydefine what constitutes appropriate AP (Advanced Placement) or transfer credit differently thananother.Also, it has long been known that the selectivity of an institution influences its retention statisticsin a positive way. For example, Astin’s work20 shows conclusively that an institution’sgraduation rate is primarily a reflection of its entering student characteristics. That is, selectiveinstitutions tend to have higher than average retention rates because they tend to have superiorresources and because of the motivating effect, for students, of a peer group with high aspirationsand superior academic
Conference Session
Mathematics Division Technical Session 1
Collection
2013 ASEE Annual Conference & Exposition
Authors
Ravi T. Shankar, Florida Atlantic University; Don Ploger, Florida Atlantic University; Agnes Nemeth, Florida Atlantic University; Steven Alan Hecht Ph.D., Nova Southeastern University
Tagged Divisions
Mathematics
,clear understanding of what students are expected to learn, so teachers and parents know whatthey need to do to help them. The standards are designed to be robust and relevant to the realworld, reflecting the knowledge and skills that our young people need for success in college andcareers. With American students fully prepared for the future, our communities will be bestpositioned to compete successfully in the global economy.” 32In contrast to the Common Core Initiative’s Mission, our students like straightforward mathassignments. Most of them would be able to solve problems that are in the forms ofmathematical expressions or equations. When students encounter a problem of the sort (simplifythe expressions or solve for x for example) they
Conference Session
Undergraduate Student Issues: Persistence
Collection
2013 ASEE Annual Conference & Exposition
Authors
Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington
Tagged Divisions
Women in Engineering
of work they would be doing post-graduation, as well as the kind ofwork they would not be expected to do, and how the work related to and reflected what theywere currently learning in coursework. Further, they appreciated having the opportunity to applywhat they were learning in classes to real-life situations and problems. This provided them withgenuine problem-solving experiences that allowed them to develop additional skills that wouldbe useful in the professional realm, such as communication and collaboration skills.Stayers, in particular, described internships and/or co-ops as providing them with variousnetworking opportunities. In some cases, these relationships took the form of mentorships, wherethe engineering professionals advised
Conference Session
Innovations in Teaching and Research in Physics or Engineering Physics I
Collection
2013 ASEE Annual Conference & Exposition
Authors
Teresa L. Larkin, American University; Jessica Uscinski, American University
Tagged Divisions
Engineering Physics & Physics
Physics 100 is:  Strong  Moderate  Minimal  Not ApplicableGE-1 Critical reflections on the nature and history of beauty and MinimalAesthetic sensibilities artGE-2 Interchanging ideas and information through writing, ModerateCommunication skills speech, and visual and digital mediaGE-3 Systematic
Conference Session
Best of Computer in Education Division
Collection
2013 ASEE Annual Conference & Exposition
Authors
Jacob Bishop, Utah State University; Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach
Tagged Divisions
Computers in Education
indicate that the effect of PBL on skills is positive, whileits effect on knowledge is negative. Combined results indicate an overall negative effect for problem-based learning. Gijbels et al. [30] recommend careful consideration of assessment methods inmeasuring problem-based learning outcomes.4.5 Active LearningPrince [61] defines active learning broadly as, “any instructional method that engages students inthe learning process.” This definition is itself broad enough to include many traditional classroomactivities such as lectures (provided students are reflecting, taking notes, or asking questions).However, in an effort to maintain contrast with traditional teacher-centered3 approaches, thesemethods are systematically dismissed by explicit
Conference Session
Design Pedagogy and Curriculum 1
Collection
2013 ASEE Annual Conference & Exposition
Authors
William A Kline, Rose-Hulman Institute of Technology; Cory A. Hixson, Virginia Tech; Thomas W. Mason, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology
Tagged Divisions
Design in Engineering Education
in design orentrepreneurship fields. Specifically, it provides a means to help both novice and expertdesigners and entrepreneurs organize, communicate, refine, and reflect on their ideas. Thecanvas also provides a means of design-thinking documentation in which comparisons betweeninitial, mid, and final versions of the canvas could be used to assess student learning.The prototype version of the innovation canvas is shown in Figure 2 below and is availableonline for educators and practitioners to test, evaluate, and provide feedback36. In addition to thedetails presented in the remainder of this paper, a brief description of the canvas’s themes can befound in the appendix of this paper. The canvas is shared under a Creative Commons (CC
Conference Session
ABET Accreditation, Assessment and Program Improvement in ECE.
Collection
2013 ASEE Annual Conference & Exposition
Authors
Ahmed S. Khan, DeVry University, Addison, IL; Aminul Karim, DeVry University, Downers Grove, IL; Jennifer A McClain, IEEE
Tagged Divisions
Electrical and Computer
Conference Session
NSF Grantees' Poster Session
Collection
2013 ASEE Annual Conference & Exposition
Authors
Catherine L. Cohan, Pennsylvania State University, University Park; Alexander Yin, Pennsylvania State University, University Park; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State NK; Janice M. Margle P.E., Pennsylvania State University, Abington; Jill L Lane, Clayton State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel P.E., Pennsylvania State University, University Park
Tagged Topics
NSF Grantees Poster Session
emphasis on increasing the proportion of engineering majors, theToys’n MORE project seeks to increase the number of students in STEM majors at thePennsylvania State University by as much as 10 percent. Please note that any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation.This project is being conducted by the College of Engineering at Penn State through an NSF-sponsored Science, Technology, Engineering, and Mathematics Talent Expansion Program grant(STEP grant, DUE #0756992). The project involves the College of Engineering and 13 regionalcampuses in the Penn State system. These campuses offer 2-year degrees, 4-year
Conference Session
FPD 4: First-Year Engineering Courses, Part I: Multimedia, Large Classes, and TAs
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kimberly C. Huett, University of West Georgia; Barbara B. Kawulich, University of West Georgia; P.K. Raju, Mechanical Engineering Dept, Auburn University,Al; Chetan S Sankar, Auburn University
Tagged Divisions
First-Year Programs
pedagogical changes made throughout the study and facilitatedsharing of feedback to make course improvements. Qualitative data were collected through aseries of open-ended surveys and focus groups to determine the effectiveness of the instructionalmethods. Data were collected after each semester, and results were disseminated to the team toguide course modifications for the next semester.Qualitative research, known for its flexibility in theoretical frameworks and methodologies,emphasizes the importance of context, researcher/participant engagement, perceptions ofparticipants, inductive data analysis, and reflection by researchers and participants.13 Quality ofresearch findings in qualitative research is established through the “high standards of
Conference Session
Classes in Entrepreneurship
Collection
2013 ASEE Annual Conference & Exposition
Authors
Daniel Raviv, Florida Atlantic University
Tagged Divisions
Entrepreneurship & Engineering Innovation
compare to topics in same sections Using puzzles to solve math problems; Self-explanatory or useless tipsActivity: Explain what is wrong with speed limit signs:From the user’s point of view: What’s wrong with speed limit sign/driving/enforcement (forexample, we don’t feel “guilty” by driving above it). Suggest ideas to solve the problem.Students’ responses:Right: Max speed limit required by law Higher speed limits in Highways Safe way not to get a speeding ticket People can agree that the octagonal shape of a stop sign is an unmistakable symbol Reflective properties of signs and reflectors make it easier to drive during the nightWrong: People do not follow the speed limit Speed limit signs are
Conference Session
Software and Web-based Learning in ECE
Collection
2013 ASEE Annual Conference & Exposition
Authors
Radian G Belu, Drexel University (Tech.); Irina Nicoleta Ciobanescu Husanu, Drexel University (Tech.)
Tagged Divisions
Electrical and Computer
activelyinvolved in the learning process (based on the results of each survey feedback), which is inagreement with its decision to register in the course. The students feel very comfortable learningat its own pace but not so much deciding in what order to learn. It is very plausible that, whilethe course materials and virtual lab are available at any time, the sequential presentation of someof the scientific content of the modules limit in what order the modules could be completed. Thetasks to complete each module are clearly stated and the perceived interactivity of the course andexperiments reflects that the choices that students make are meaningful and not just not for thesake of making choices. However, in general, the responses amongst the surveyed
Conference Session
Collaborative Projects in Architectural Engineering Education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Jacob Nathan Dunn, University of Idaho Integrated Design Lab; Kevin Van Den Wymelenberg; Sherry McKibben, IURDC, University of Idaho
Tagged Divisions
Architectural
amount of change (AE #3, AE #6) deal with the perceptions ofthe students own discipline as collaborative and their understanding of the integrateddesign process. The small percentage difference does not necessarily reflect a lowlevel of comprehension of that particular question, but that it started with a high overalllevel of understanding.The questions that showed medium to high levels of change more directly addressdesign issues and performance metrics about daylight and energy. These questionsreveal whether or not the students were beginning to understand the complexrelationship between design and performance. Figure 4 shows the results fromimportant individual questions that relate to this particular learning objective organizedfrom most
Conference Session
Outreach Along the K-12 Pathways to Engineering
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kelly Doyle P.E., University of Nevada, Reno; Lelli Van Den Einde, University of California, San Diego; Catherine W. French, University of Minnesota, Twin Cities; Heidi A Tremayne P.E., Pacific Earthquake Engineering Research Center; Sean P Brophy, Purdue University, West Lafayette
Tagged Divisions
K-12 & Pre-College Engineering
education research focused on young learners raises questions such as howengineering experiences can be integrated into existing school curricula, and which engineeringframeworks are significant, engaging, and inspiring to students 7,8. There are many differenttheories of how to engage students in what they are learning. One of these is ExperientialLearning Theory (ELT), which was developed by educational theorist David Kolb and hiscolleagues. In ELT, “knowledge is created through the transformation of experience” 9, andultimately provides students with the opportunity to directly involve themselves in a learningexperience, reflect on their experiences using analytic skills, and eventually gain a betterunderstanding of the new knowledge and retain
Conference Session
Mathematics Division Technical Session 4
Collection
2013 ASEE Annual Conference & Exposition
Authors
Hassan Moore, University of Alabama, Birmingham
Tagged Divisions
Mathematics
the fall of 2008, there was one section with 50students completing the course. Last fall, there were 69 students completing the course in onesection and 49 in the other. Even the spring section has grown to the initial fall 2008 levels asthere are currently 54 students in the course, up from the 29 students completing the course in thefirst spring offering of 2009. I would like to reiterate that these numbers reflect only thosestudents who have completed the course, since there are a handful of students who drop thecourse every semester.For direct student comments, all of the IDEA Survey comments have been gathered, beginningwith the initial offering of the course in fall 2008. Below are all of the comments with thekeyword project. When asked
Conference Session
Institutional Transformations
Collection
2013 ASEE Annual Conference & Exposition
Authors
Pamela S. Lottero-Perdue Ph.D., Towson University
Tagged Divisions
Women in Engineering
remain. The theoretical lenses of social learning theory and communities of practice are fruitfulways to consider the experiences and suggestions of female STEM faculty at ECU. Each of theparticipants in this study has been engaged in one or more professional communities of practice,including STEM departments and interdisciplinary teams, at ECU. The domains of thesecommunities are shaped by the objectives of the participants’ respective disciplines, and theiracademic roles to attend to research, teaching, and service. The very fact of their hiring placed Page 23.1088.5the participants into these communities, reflecting their competence
Conference Session
...by Design
Collection
2013 ASEE Annual Conference & Exposition
Authors
Amy Wilson-Lopez, Utah State University - Teacher Education and Leadership; Emma R. Smith, Utah State University; Daniel L Householder, Utah State University
Tagged Divisions
K-12 & Pre-College Engineering
Conference Session
Issues in Engineering Technology Education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Christopher R Conty, Editor On Behalf of You
Tagged Divisions
Engineering Technology
” (GA, MN, WA, WI) or "__ College of Technology" (TCICollege of Technology in NYC, formerly Technical Careers Institute/ RCA Institute; DunwoodyCollege of Technology (MN), ex-Dunwoody Institute). Some tech institutes got absorbed bynearby Community Colleges. The name change reflected new transferable Associate’s Degreesvs. terminal Certificates (adding Math, English & General Ed.) – but a result was more word/name confusion, as hundreds of “Institutes” were now called “… College of Technology.” 11 12Beyond education, the National Institute for Certification in Engineering Technologies (NICET),formed in 1981 by merging two prior groups that certified individual technicians (70,000+ by12/31/84) or technologists (600- by 12/31/84). Yet, though