Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

AJ Almaguer, University of California, Berkeley; Roy Tangsombatvisit, University of California, Berkeley; Matthew Ford, University of California, Berkeley; Susan Yushan Chen, University of California, Berkeley, Berkeley Engineers and Mentors; Lisa A. Pruitt, University of California, Berkeley; Neil Ray, University of California, Berkeley

Tagged Divisions

K-12 & Pre-College Engineering

, relevant scientific knowledge, and reflective discussion opportunities toimprove the quality of mentoring.The program is also unique in that it offers different levels of involvement for the mentors. Onone hand, students can enroll in the BEAM mentor training course and teach at an after-schoolprogram. However, BEAM has partnered with the Lawrence Hall of Science and its IngenuityLab to offer students a chance to guest mentor once to see if BEAM is right for them. Thisflexible system allows involvement from college students who are passionate about teaching, Page 22.302.3whether they can devote a large amount of time or only for a few hours a

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

without considering the statements. In some questions,wording was changed for the Dalhousie survey to reflect slight context or content differences.Questions that referred to particular software, for example, were modified to be more relevant tothe Dalhousie program. An example of the statements is shown in Table 1 for the “Teamworkskills” category. The first column of the table indicates the question number. Statements wereinterspersed with those from other assessment categories. The statements were skill-specific, and Page 22.350.6require students to identify their strengths in definite areas, rather than general expressions ofcapability.For

Conference Session

Assessing, Developing, and Enhancing the Engineering Experiential Education Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emilia Andreeva-Moschen, FH Joanneum University of Applied Science, Graz; Adrian J. Millward-Sadler, FH Joanneum University of Applied Science, Graz

Tagged Divisions

Cooperative & Experiential Education

institutions. For this purpose, we surveyed the extended departmentalacademic council (33 responses from 24 engineers as external lecturers, 9 universitylecturers) and our alumni (41 responses). The survey included 10 questionsregarding a graduate automotive engineer’s most important characteristics, the mostessential components for the curriculum, the minimum duration for Bachelor’s andMaster’s degrees, etc. We collected and evaluated the data 4 and reflected the resultsin our Bachelor’s and Master’s degree programs design.The salient points were that we needed an undergraduate curriculum which focusedon technical and technological basics (mechanics and electronics), automotiveengineering disciplines, soft skills, including at least one foreign

Collection

1999 Annual Conference

Authors

Charles W. Green; John Krupczak

, building a simple radio, making a hologram, building an electric motor, ormaking a simple one-octave electronic keyboard. Since the first offering, interest in the courseamong non-engineering and non-science students at Hope College has been strong. A section of48 students has been filled each semester. This course can be used to fulfill part of the HopeCollege science distribution requirement.The students enrolled in the Fall 1998 semester came from a range of academic majorsincluding: art, business, history, music, philosophy, social work, and theatre. Women were inthe slight majority, averaging 59%. Minority enrollment reflected the college-wide average of6%. Nearly all of the students fell into the 18 to 22 year old age category. One half of

Collection

1999 Annual Conference

Authors

Frank J. Fronczak; John G. Webster

should be expected that they would dobetter than the average student; the grades should be reflective of this. The fact that this is a one-credit course also creates some additional consternation. At the University of Wisconsin-Madison, the academic culture has generally been such that the students tend to think of onecredit courses as blow-off courses and they do not expect to have to devote substantial efforttowards them. This is further compounded by the faculty culture generally having a higherexpectation of student time commitment for design project courses than for more conventionallystructured courses. These factors combined to form a situation in which students’ expectationsdid not meet very squarely with the faculty’s reality

Collection

1999 Annual Conference

Authors

Daniel Davis

attitudes toward teaching and research. Establishing experience in industry as animportant criterion in hiring new faculty may be fundamental to changing the existing cultureand to placing greater emphasis on teaching.8 Schools are being asked to enrich the educationof students, and this can be done by increasing the numbers of faculty with relevant industrialexperience. Integral to accomplishing our educational goals is having the participation ofpractitioners in the educational process. It cannot hurt to have faculty with practitionerexperience in the classroom on a daily basis. Engineering education must reflect the conditionsof practice.According to many, the cornerstone of building a strong education curriculum is balancingpractical experience

Collection

2000 Annual Conference

Authors

Michael T. Hertz; Luna P. Magpilli; Michael E. Gorman

dedicated to transforming engineers into ethical practitioners who will reflect on theconsequences of their designs and discoveries. Most educators understand the need to provide engineeringstudents with ethical training lest these students find themselves ill-equipped and unprepared to handledifficult ethical problems in the workplace; however, few engineering schools feature even a single courseon ethics (Stephan, 1999).The Case Study Approach Case studies are being used increasingly to teach engineering design (Kagiwada, 1994) as well asethics (Harris, Davis, Pritchard, & Rabins, 1996). Case studies provide an opportunity for a kind ofvicarious mentoring, in which the student is taken through a compressed version of a real dilemma

Collection

1997 Annual Conference

Authors

Ann D. Christy; Marybeth Lima

reported in thispaper. Full results will be presented at the meeting.Cress and McCullough-Cress (1995) define a student portfolio as a systematic and purposefulcollection of student goals for learning, works in progress, peer and instructor feedback, andreflection on the work and processes. The development of student portfolios for AE 625 and BE1252 reflects this definition. Portfolios are a useful tool in assessing learning because theyrequire students to review their work and create their portfolio by engaging in a process ofreflection, selection, and description (Camp, 1990). The use of student portfolios as an effectivemeans of assessment has already been established for those disciplines in which portfolios havelong been used. The purpose of

Collection

1998 Annual Conference

Authors

Richard Devon; Wayne Hager; Dhushy Sathianathan; Dominique Saintive; Michel Nowé; Jacques Lesenne

, the results are certainly close.This may be the case, since many of the American responses categorized as hard worker werethe phrase ”pull your own weight.” And one of the few differences came with the French being Page 3.74.6more interested in communication skills and, after the project, with communicating in Englishthan the Americans were. Since the French took on the responsibility of speaking in a secondlanguage, this is only to be expected.The strongest idea on both sides seemed to reflect what is in vogue in their respective countries.The French students stressed "committed," which is a translation of "impliqué." It literallymeans

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Laura Winn, Virginia Military Institute; Gary Winn, West Virginia University; Robin Hensel, West Virginia University; Reagan Curtis, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

based upon work supported by the National Science Foundation under Grant No. 0525484. Anyopinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do Page 15.127.2not necessarily reflect the views of the National Science Foundation.”toward science-related activities than boys.18 With respect to achievement in courses and moreparticularly on advanced placement exams, females are more likely to excel over male peers inlanguage arts, and males are more likely to excel in science.13, 19, 20, 21 Progress in addressing thisproblem is evident since striking gender inequities in

Conference Session

Aerospace Technical Session

Collection

2010 Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Central Connecticut State University; Zbigniew Prusak, Central Connecticut State University

Tagged Divisions

Aerospace

, size, number of passengers, and power source.Students’ reflections and feedback demonstrate that this project is very suitable in offeringgraduating seniors unique opportunities to improve their analytical abilities, develop design,organizational, and project management skills, gain experience in working in multi-disciplinaryteams, solve cutting-edge engineering problems, and familiarize themselves with aerospacechallenges. Numerous other skills acquired in this project, such as leadership, managerial andinterpersonal skills, competition, mitigation of team conflicts and communication problems, areexpected to have a positive impact and pave the way for a successful career as practicingengineers.IntroductionSeniors enter their last year having

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Page 15.909.13students compared favorably with the improvement shown by the other classes.Pre/Post tests for the PETES PRS Flight and the Systems Engineer Flight in Fig. 11 showimpressive gains especially since in these two Flights, the students come out for only 3 days ofinstruction over the course of the entire school year. As seen in these graphs, the mean gain forthe PRS Flight was a phenominal 18.2 percent, and again showing the greatest gains by thosestudents with the lowest pre-test score. The gains in the Systems Engineering Flight shown inFig. 12 show a 17.3 percent gain. Both of these Flights are tied to the R&D activities of theKAFB and reflect the impact of having S&Es with real-world experiences mentoring thestudents and

Conference Session

Faculty Set the Preliminary Standards for Co-ops

Collection

2010 Annual Conference & Exposition

Authors

R. Mark Schreck, University of Louisville; Angela Cline, University of Louisville

Tagged Divisions

Cooperative & Experiential Education

interviews/hires our students.This information is captured in a common database. An action date for the next step is identifiedand reviewed bi-weekly. Since this process was initiated in 2009, Speed School has added over40 new employers who have hired co-ops; currently there are 92 additional potential employersin the pipeline currently being pursued.FEEDBACK - from the Co-op Work Experience: In order to maximize the educationalcontent of the co-op work experience, thoughtful reflection on the experience and in-depthfeedback is essential. Figure 3 below illustrates how the student upgraded feedback process Page 15.515.6works

Conference Session

Online and Web-based Education

Collection

2010 Annual Conference & Exposition

Authors

Bridget Smyser, Northeastern University; David DiBiasio, Worcester Polytechnic Institute

Tagged Divisions

Computers in Education

-Class Survey. The Pre-Class survey was designed to determine the prevalent learningstyles2 in the class, as well as to gain information on their attitudes toward and expectations ofthe class. The Midterm survey allowed the students to give students a chance to provide feedbackto the instructor on what was and was not working in the class. The Post-Class survey assessedstudents’ perceptions of the course after the fact, as well as soliciting suggestions for changes tofuture courses.The Pre-Class survey questions are listed in the Appendix. This survey was taken by 15 of the 16registered students. Figure 1 shows the makeup of the class in terms of learning styles. The classas a whole tended toward the reflective dimension, meaning that

Conference Session

Enhancing CE Learning Through Use of Technology

Collection

2010 Annual Conference & Exposition

Authors

Luis Godoy, University of Puerto Rico

Tagged Divisions

Civil Engineering

Page 15.1094.2aimed at reaching a pre-established goal, and not by listening to an instructor in a lecture.Advocates of learning-by-doing stress the role of doing as part of preparing to perform in aprofession. According to Schon 3, the main features of reflection in action are learning by doing,coaching rather than teaching, and creating a dialogue between coach and student. Effectiveforms of learning by doing in real laboratories have been implemented in Engineering Education,especially for capstone courses 4. Alternatively, a methodology of building a simulated scenario,in which the student can learn-by-doing while interacting with fictitious characters (some ofwhom provide coaching), has been proposed by Schank 5 as an effective form of

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Lourdes Gazca, Universidad de las Americas, Puebla

Tagged Divisions

K-12 & Pre-College Engineering

general, they felt very comfortable performing andteaching using the proposed methodology after the workshop. Participants’ reflections duringand after the workshop were collected and are summarized in Tables 2 and Box 1. Interviews togain insights from actual experiences of selected teachers after implementing the workshop ETK Page 15.461.7in their classrooms will be performed soon. Table 1. Exit survey results. Table 2. Reflections from the workshopBest part of participating in this workshop Worst part of participating in this workshopExperimenting Lack

Conference Session

College-Industry Partnerships: Bringing Industry into the Curriculum Development and Design Cycle

Collection

2010 Annual Conference & Exposition

Authors

Dave Sly, Iowa State University; Daniel Bumblauskas, Iowa State University; Frank Peters, Iowa State University

Tagged Divisions

College-Industry Partnerships

that possibly not 100% solid. project should occur. Listeners seconds max) which ensures accurately reflects the content Listeners told what they will be never told what they will be told, that you will get their of the presentation. Solid told in an outline that reflects the or are presented with an outline attention. Get them to state case made for project to general sense of the that does not accurately reflect Attention & Introduction their

Conference Session

International Study Abroad Programs & Student Engagements

Collection

2010 Annual Conference & Exposition

Authors

Jeffrey Evans, Bucknell University; Jablonski Erin, Bucknell University; Buffinton Keith, Bucknell University; Richard McGinnis, Bucknell University

Tagged Divisions

International

diary, it may containcomments about your personal feelings, mostly your journal will be focused on your process of encountering andcoming to understand Norwegian and Swedish society and the role of energy and sustainability in their societies. Ittrains you to be observant. It records what you observed and what you think it means. Submittal and Review: Journals will be collected and reviewed by your instructors as shown on theitinerary. Suggestions for improvement will be made as needed. Journals will be submitted along with the finalterm paper before the end of summer school and assessed as part of the faculty’s assessment of the student’s workfor the course.In addition, the instructors facilitate post-course reflection for the

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Yogesh Velankar, Purdue University; Sean Brophy, Purdue University; Masataka Okutsu, Purdue University; Daniel Delaurentis, Purdue University

Tagged Divisions

Design in Engineering Education

. Collect team answer sheet 7. Provide correct responses 8. Students self grading- compare individual average scores and team based average scores 9. Team reflection and reworking the incorrect responses 10. Collect all remaining materials and end the sessionAnalysisIn this section, we present a description and analysis of selected episodes from the recordedobservational data of the two teams working on the rocket configuration quest. These episodeswere selected as they relate to our research goals to determine the major events teamstransitioned through to select a shared team answer. Our unit of analysis is at the team level.Team A spent a bulk of their time in negotiating a response to Q.1., and team B had extensiveinteraction negotiating

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kendra Seniow, Oregon State University; Eric Nefcy, Oregon State University; Christine Kelly, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

quantitative (box) Primary Model Components, which sit on the center line, while part (b) shows Secondary Model Components, which in addition to Operationalized (in green) and Abandoned (in red) can be Not Engaged (in black and with a dashed connecting arrow) and are connected to the center line.Since notebooks provide a location for brainstorming as well as for results and discussion theyoften reflect those ideas which are never fully realized amongst those that are implemented.Additionally, student groups occasionally include in their memoranda, reports or presentationsthose ideas which they feel should be relevant or correct, as indicated by, among other sources

Conference Session

Global Engineering Education: Intercultural Awareness and International Experience

Collection

2010 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Deepika Sangam, Purdue University, West Lafayette; Juila Thompson, Purdue University; Yating Chang, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

International

expectations for global educational experiences hasbegotten a lack of common assessment instruments and strategies. However, there are notableexceptions. For example, administrators at Purdue and many other institutions are using theIntercultural Development Inventory (IDI).18,21,22,23 The IDI is standardized, validated, and has along history of use, making it easy to administer and suitable for comparative research. But whileIDI may allow measurement of cross-cultural sensitivity in general, this proprietary instrument iscostly, not readily modifiable, and not specifically tailored to global practice in technical fields.Hahn et al. have used multiple assessment methods, including self-reflection writing, oralpresentation, and interviews, to assess

Conference Session

Retention Strategies in Action Part II

Collection

2010 Annual Conference & Exposition

Authors

Sheryl Custer, Texas A&M University, Kingsville; Harriet Lamm, Texas A&M University-Kingsville; David Ramirez, Texas A&M University; Kuruvilla John, University of North Texas

Tagged Divisions

Two Year College Division

* Partners changed in Years 3 and 4 so data reflects different partners Table 4 provides data for all other sources of transfers which includes other communitycolleges and four-year universities. As in Table 3, the data for Year 3 varies due to the change inpartners. One of the previous partners who was providing several transfers became a bachelordegree granting institution. As a result, this partner was replaced since partners were to be onlytwo-year institutions. Table 4: TAMUK STEP Non-Partner* Transfers for the Fall Semester Baseline 2003-04 2005-06 2006-07

Conference Session

Culture, Society, and Co-op

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

Cooperative & Experiential Education

design, and how to present the overall concept. Volunteers use an onlinecollaboration site to comment on lesson plans, reflect on their teaching, and post new ideas andmaterial.Volunteer engineers come away from their experience with three main areas of impact. 1) Theyare empowered by inspiring others. “It is really a big deal to be working with students at ayoung age so they can be excited about what they're learning and {so these students can} bereally ambitious for the future." 2) They learn important lessons in management and publicspeaking. One volunteer observed, “This is a really useful skill because I’m sure later on in mycareer I’ll have to explain what I do to an audience that doesn’t necessarily have a background inmy field.” 3) They

Conference Session

Track 1 - Session 2 - Student Development

Collection

2012 ASEE International Forum

Authors

Jennifer DeBoer, SPEED

Tagged Topics

Track 1 - Student Development

both. Increasingly, debates around quality and adherence todifferent development goals, economies, and technology widely-accepted standards serve to create a consensus aroundenvironments all lead to and indicate different purposes for how much theory and how much practice is needed in theeducation. Some nations built their engineering training engineering curriculum. Accreditation efforts and increasedsystems to serve a more vocational/technical focus, while connectivity between training programs reflect broader pushesothers focus on practical, R&D preparation, and still others for more national education standards in general and coherencefocus on scientific training of advanced

Conference Session

Track 2 - Session 2

Collection

2014 ASEE International Forum

Authors

Dianne J DeTurris, California Polytechnic State University; Jane L. Lehr, California Polytechnic State University; James M Widmann, California Polytechnic State University; Lily Hsu Laiho, California Polytechnic State University; Fred W DePiero, California Polytechnic State University; Zoe Wood Wood; Alana Christine Snelling

Tagged Topics

Curriculum and Lab Development

“freely available for use its unmodified form” (p. 153). 1Second, we explore the significance of these baseline findings for engineering students whochoose to opt-in – or choose not to opt-in – to global engineering programs. Our primary goalhere is to continue the work initiated by Jesiek, Shen and Haller to explore whether the Miville-Guzman Universality-Diversity Scale-Short form is an effective, sufficient, and consistentassessment mechanism. We conclude by reflecting on explanations for the results of theMGUDS-S in our baseline assessment, and implications for future use of the MGUDS-S areexplored. GLOBAL COMPETENCY FOR ENGINEERSIn his book Clash of Civilizations, Samuel Huntington writes, “It is my hypothesis that

Conference Session

Track 3 - Session 2

Collection

2014 ASEE International Forum

Authors

Megan Mercedes Echevarria, International Engineering Program, University of Rhode Island; Sigrid -- Berka, University of Rhode Island

Tagged Topics

Student Development

the early years of their studies as a way tocreate opportunities for them to engage with their fields of study in practical, real-world, globalcontexts. The final activity provides students from all of the previous activities the opportunityto reflect on and learn how to communicate effectively about their global experiences: Page 20.30.3Activity 1: January-August Internship Program in ChileActivity 2: August-December Bilateral Academic ExchangeActivity 3: August Sustainability Project and Study Tour in ChileActivity 4: September-December Innovations in

Conference Session

Track 2 - Session II - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Brad Rogers, Arizona State University, Polytechnic campus; Kiril D Hristovski, Arizona State University, Polytechnic campus; Nalini Chhetri, Global Institute of Sustainability, Arizona State University; Benjamin L. Ruddell, Arizona State University; Mark R Henderson, Arizona State University, Polytechnic campus; John H Takamura Jr, Arizona State University

Tagged Topics

Curriculum Development

skills, talents and aspirations ofpoor people living at the BoP, and the output from the system is a successful enterprise thatgenerates economic growth and improves people’s lives.   Page 21.6.5The GlobalResolve MethodologyIn order to define and develop the enterprise based approach to poverty reduction as a recognizedacademic discipline the skill sets that are required of graduates must be established. Thisrequires defining a methodology that reflects successful practice and establishing where theevolving body of knowledge fits within the larger human body of knowledge. (More specifically:Is an enterprise-based approach to poverty reduction a

Conference Session

Track 1 - Session I - Student Development

Collection

2013 ASEE International Forum

Authors

Sigrid Berka, University of Rhode Island; Walter von Reinhart, University of Rhode Island; Erin Papa, University of Rhode Island

Tagged Topics

Invited - Student Development

-learning experience 95.5 93.9Opportunity to experience a foreign culture 95.5 93.2Opportunity to reflect on U.S. culture 93.1 90.5Personal experiencePersonal growth experience 96.6 89.2Opportunity to reflect on career choices 68.2 89.2Opportunity to make new friends 87.5 88.0Table 3: Satisfaction with study-abroad and internship experiencesThese assessments were also supported when graduates had the opportunity to comment on theirstudy-abroad experience. Increased understanding of German culture, building personalfriendships, experiencing personal growth, and improving language skills are

Conference Session

Track 2 - Session I - Curriculum Development

Collection

2013 ASEE International Forum

Authors

Lynette Frances Johns-Boast, Australian National University

Tagged Topics

Invited - Curriculum Development

” curriculum 6 for computer science. However,the elements of a higher degree curriculum and the relationships between those elements have notbeen studied widely.For many university academics the concept of curriculum is unfamiliar 7. Many develop and teachcourses which reflect their own, frequently research-driven, interests and pay little heed to theneed for program coherence or even to identifying the aims and objectives of their course.Barnett8 argues that “curricula in higher education are to a large degree hidden curricula, beinglived by rather than being determined. They have an elusive quality about them. Their actualdimensions and elements are tacit. They take on certain patterns and relationships but thosepatterns and relationships will be

Conference Session

Innovations in Library Management

Collection

2005 Annual Conference

Authors

Suzanne Weiner; Honora Nerz

orcollection building. Moving from one of these highly focused, front-line positions into amanagement role with the responsibility for managing people, budgets, space and theorganization’s advancement leaves little time for continuing to develop skills in core areas ofinterest. It leaves even less time for reflection on where professional development is needed. Page 10.1022.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering EducationMaking a Negative into a Positive Most management jobs are challenging, especially