Conference Session

Critical Thinking, Leadership, and Creativity

Collection

2014 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University; Rui Pan, Purdue University, West Lafayette; Carrie A. Wachter Morris, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

worksupported by the National Science Foundation Graduate Research Fellowship Program underGrant No. DGE-1333468. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page 24.991.11References1. National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century. Washington DC: National Academies Press.2. National Academy of Engineering. (2009). Engineering in K-12 education: Understanding the status and improving the prosects. Washington, DC: National Academies

Conference Session

Ethical Behavior in Academia and Beyond

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marilyn A. Dyrud, Oregon Institute of Technology

Tagged Divisions

Engineering Ethics

rather significant typographical error that any competent copy editor shouldhave corrected. Figure 3. Poor website advertisement for a publisher-based conference18Grammatical errors may also be found in the titles of certain journals, such as 66 of the 72journals published by Advance [sic] Research Publications that all begin with the phrase“Journal of Advance Research in. . . .”19 In addition, predatory journal sites tend to be “poorlymaintained,” with dead links, and may include purloined images reproduced without permission.9Explanatory sections on journal websites may exhibit language that reflects poorly on editorialstandards. International Journal of Latest Research in Engineering and Computing, forexample, identifies itself

Conference Session

K-12 and Pre-college Engineering Curriculum and Programming Resources, Part 1 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia Marie Baker, University of Nebraska, Lincoln - Mid American Transportation Center; Laurence R Rilett P.E., University of Nebraska, Lincoln; Gina M. Kunz; Gwen C. Nugent

Tagged Divisions

K-12 & Pre-College Engineering

concepts to transportation. 3) Next, students engage in hands-on activities, utilizing and applying the main concepts of the day’s lesson. 4) Typically, transportation professionals are invited to club sessions, where they provide a multimedia presentation pertaining to their respective field, a project going on in the community and/or a specific sector of the workforce (e.g., salary information and educational requirements). This presentation tends to take place toward the end of the club period. 5) The program day ends with a “wrap-up” activity to summarize main themes or ideas and record reflections on the day’s

Conference Session

Best of NEE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Dirk Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

New Engineering Educators

students to share their experiences. Other optionsmight include presenting a poster or giving a talk at a campus or regional symposium, or evengiving a formal presentation to the research group or department. Distilling their experiencesinto a poster or oral presentation gives students valuable experience in communicating technicalcontent, and encourages students to reflect on the their contributions to the larger researchproject.Example ProjectsThis three-step method for mentoring undergraduate researchers is easy for faculty to implementand scaffolds students’ introduction to the research domain. Highly motivated students have theopportunity to gain skills and responsibility as they move through the three stages of thismentoring plan. For

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design

Tagged Divisions

Design in Engineering Education

another to Reduction in degree of freedomfreedom perform the task by breaking down (Wood, Bruner, & Ross, 1976) the problem.Marking critical A peer asks questions in order to Marking critical features (Woodfeatures understand why and how the other et al., 1976) came to a certain conclusion. This helps students to identify and reflect on discrepancies in the design.Fading support A peer initially helps another but Ongoing diagnosis gradually modifies his/her role so (Wood et al., 1976

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

this labor supply gap can use information aboutthe varying STEM career interests of different types of students, such as students fromhistorically underrepresented groups, to most effectively achieve their goals.AcknowledgementsPortions of this material are based upon work supported by the National Science Foundation underGrant No. (DUE-1038154) – any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Portions of the work were also supported by The Golden LEAF Foundation. Page 24.1114.13References1. National

Conference Session

Software Engineering Constituent Committee Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peter J. Clarke, Florida International Univeristy; Debra Lee Davis, Florida International University; Raymond Chang Lau, Florida International University; Tariq M. King, Ultimate Software Group, Inc.

Tagged Divisions

Software Engineering Constituent Committee

described. Many of the testing tools only consistently provide statement andbranch coverage.26 From the results shown in Table 2, second to last row, labeled Average, thevalue in the branch coverage column was consistently lower than the values for statement cover-age. The results of the study support the claim that branch coverage subsumes statement coverage.In future studies we plan to investigate other subsumes relations, e.g., multiple condition coverage(MCC) subsumes branch coverage. One limitation of extending the study is that most freely avail-able tools only provide statement and branch coverage, which is two of the less efficient white-boxtesting techniques as reflected in the subsume hierarchy

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto

Tagged Divisions

Electrical and Computer

in this figure. The “Other” 90% 15.5% 16.5%reasons included sleeping in, subway delays and 100% 7.7% 13.8%commuting, and having a test on that day. Themajor difference in the “Too much work” Figure 3. Primary Reason for Missing Lecturesresponses could be due to the fact that one ofthe other courses in this term modestly reducedtheir design project requirements from 2012 to2013. However, this is likely only part of thereason given that the change was not as drasticas the data reflects. The fact that 16% of theinverted cohort chose “Too early” is likely dueto the fact that of the three lecture sections, onesection did have a 9 AM class, while for thetraditional

Conference Session

Innovations in Teaching Engineering Economy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Neal A Lewis, University of Bridgeport; Ted Eschenbach P.E., University of Alaska Anchorage

Tagged Divisions

Engineering Economy

reflected in a brief questionnaire atthe end of the semester, as shown in Table 1. Of the 20 students, 19 preferred using spreadsheetsto conventional methods (one preferred using traditional engineering factors). Voluntarycomments were strongly supportive of the spreadsheet approach. Based on these results, theSpring 2014 course is being held in a computer lab. Table 1. Student Responses to the Computer Lab Question 1a and 1b What is the value What is your (N=20) of using Excel in recommendation class? regarding having

Conference Session

FPD 1: The Path to Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Louisiana Tech University; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

First-Year Programs

engineering courses. And I saw civil and I saw that there was a lot of equivalencies so that I could just keep going with the course and not really pay attention to co-reqs. Because I’ve already taken the co-reqs and pre-reqs. I: So you went to civil because many of the courses that you had taken would apply in civil? M: Yes. Yes.When reflecting on the transfer experience, Mike noted that he had been admitted to D-State as afreshman and chose to go to Southeast D-State instead. I: So what do you think would’ve been different if you had decided to come here as a freshman? M: I probably wouldn’t even gone through engineering. I probably would’ve stayed

Conference Session

Professional Development and Advising for Graduate Students

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L Peters, Kettering University; Steve Skerlos, University of Michigan; Adam B. Baker, University of Michigan

Tagged Divisions

Graduate Studies

significant differences between the groups’ ratingsof their advisors’ effectiveness. However, there were several interesting trends in students’ open-ended responses. A disproportionate number of direct-pathway students mentioned anappreciation for their advisors’ assistance networking and for those that serve as a professionalmentor, which could possibly reflect returners’ higher likelihood of having past experiencewithin the field and existing professional connections. There were also interesting trends in someof the negative characteristics identified by students. Returners were much more likely tospecifically critique their advisors’ management style, whereas direct-pathway students morefrequently asserted that their advisors were difficult to

Conference Session

Focus on African-American and Hispanic Engineering Students’ Professional and Academic Development

Collection

2014 ASEE Annual Conference & Exposition

Authors

Olgha Bassam Qaqish, North Carolina State University

Tagged Divisions

Minorities in Engineering

. Equity & Excellence in Education, 35(2), 131-143.[9] Jackson, J. F. L., & Moore, J. L. (2006). African American males in education: Endangered or ignored?Teachers College Record, 108(2), 201-205. Page 24.1266.12[10] Jett, C. C. (2009). African American Men and College Mathematics: Gaining Access and Attaining Success.Middle-Secondary Education and Instructional Technology Dissertations. Paper 44.[11] Noguera, P. A. (2008). The trouble with black boys: And other reflections on race, equity, and the futureof public education. San Francisco: Jossey-Bass.[12] Maton, K. I., Hrabowski, F. A., & Schmitt, C. L. (2000). African

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

National Science Foundation (NSF)under awards 722221 and 0939065. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe NSF.References[1] Bernold, L. E., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: A longitudinal study ofsuccess and failure in engineering with implications for increased retention. Journal of Engineering Education, 96(3), 263-274.[2] Denning, P. J. (1992). Educating a new engineer. Communications of the ACM, 35 (12), 82-97.[3] Froyd, J. E., & Ohland, M. W. (2005). Integrated engineering curricula. Journal of Engineering Education, 94(1), 147-164.[4] National Research Council (Ed.). (2002

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

a Team-effectiveness Inventory18. This inventorypresents 27 competencies that comprise three aspects of individual team-member effectiveness:organizational aspects (project management), relational aspects (interpersonal relations), andcommunication aspects (information presentation and discussion) as shown in Table 1. Thesecompetencies are developed in students through the use of an online Team-effectivenessLearning System that allows students to complete and reflect upon self- and peer-assessments oftheir actions along these competencies. The inventory is comprised of a 7-point behaviourallyanchored rating scale for each competency which describes what each of the competenciesshould look like in a team working at the ‘performing’ stage of

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amit Janardhan Nimunkar, University of Wisconsin, Madison; John P. Puccinelli, University of Wisconsin, Madison; Matthew S. Bollom; Willis J. Tompkins, University of Wisconsin, Madison

Tagged Divisions

Biomedical

videos from a previous offeringof the course. These videos are linked from the Moodle Courses homepage. A short reflection onthe video is due at noon the following Monday.Required MaterialsThe required BME 201 Course Handbook will be sold by the UW Chapter of the BiomedicalEngineering Society (BMES) during the first lecture for $20.00. There are no other requiredtextbooks. Videos, slides, and written materials will be provided on Moodle Courses. Printing access (such as through your CAE account) will also be needed for somesupplemental materials to your handbook such as Lab 2 and notes about the design project.Course HandbookThe BME 201 Course Handbook contains notes about design project topics, the lab materials,and starting space for your

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

William R. Loendorf, Eastern Washington University; Jason K Durfee P.E. P.E., Eastern Washington University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

showcases will be used to promote bothtechnological literacy and the “TECH393: Technology in World Civilization” course. It is likelythat this effort will steer additional students into the course as well.Conclusions, Reflections, and the FutureThe study of past technologies utilizing recreated artifacts, collected objects, graphic images,pictures, videos, and display cases has enhanced the student's knowledge of technologicalliteracy. The relationship between people and technology is now better understood in terms of itssocial, cultural, political, and economic aspects. The problem solving ability of previousgenerations of humans along with their desire to invent and develop new tools, techniques, andprocesses are also more appreciated. The

Conference Session

Data Analytics in Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew A. Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Computers in Education

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Helene Finger P.E., California Polytechnic State University; Alana Christine Snelling

Tagged Divisions

Women in Engineering

, there are“marked differences in the responses of boys and girls” in topic interest. For example, “girls’priorities lie with topics related to the self and, more particularly, to health, mind and well-being.The responses of the boys reflect strong interests in destructive technologies and events.”14 Theseand similar findings, as well as research in the history, philosophy, and sociology of science,have suggested the existence of “epistemic differences between men and women from theirstandpoint in life” and that these differences provide “differential interaction with the nature ofscience, and hence their participation in the field.”15In response, some researchers and educators in this area call for re-evaluation of the “values andstandards of

Conference Session

Innovative Techniques in Structural Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew W. Roberts, University of Wisconsin, Platteville; Angela Marie Jones, University of Wisconsin, Platteville; Michael K. Thompson, University of Wisconsin, Platteville

Tagged Divisions

Civil Engineering

grad-ing scheme is used in which students must demonstrate mastery of specific concepts to pass theclass. Mastery of additional outcomes beyond these specific concepts leads to a higher grade.This paper focusses on the outcomes-based grading used in the course and the students reactionsto the grading scheme.Results of preliminary assessment indicate that outcomes-based grading may create greater un-certainty in students regarding their final grades and can lead to the perception that final gradesdo not reflect their true knowledge of the material. Outcomes-based assessment can help stu-dents to better anticipate what they will be tested on, but a well-organized traditional “points-based” grading scheme can accomplish this just as

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Blum, University of Colorado, Colorado Springs

Tagged Divisions

Educational Research and Methods

researchers have argued that this model does not provide a complete picture ofengagement. They pointed out that it does not consider the commitment of psychological energyor the relationship between the quality of student effort and student learning.30 Other theorieswere developed to explain the impact of engagement on student development. For example,experiential learning theory took a dynamic view of learning entirely separate from the IEOmodel. Instead, it was based on a learning cycle which in turn was driven by the resolution ofdual dialectics which it defined to be action/reflection and experience/abstraction.24 Regardless of the model, it has been well established that engagement has a positiveeffect on student outcomes and development

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Deckard, SPAWAR Systems Center Pacific; David Quarfoot, SDSU/UCSD; Kimberly C Csanadi

Tagged Divisions

K-12 & Pre-College Engineering

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Leo H. McWilliams, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

found thatpersistence rates and levels of engagement varied significantly from institution to institution.They also reported that engineering students have the same level of engagement as students inother majors and, despite heavier course loads, reported levels of satisfaction with the collegeexperience and involvement with campus organizations and volunteer work at levels similar tostudents in other majors. One notable difference reported by engineering students in that study;however, was that those students rated themselves lowest in terms of personal and socialdevelopment, as well as in regard to reflective and integrative learning, when compared to theirpeers in other majors. The authors of that study speculated that this perceived lower

Conference Session

Raise the Bar – Visions for the Future, Bodies of Knowledge, and Accreditation Vicissitudes.

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler PE, Engineering Encounters; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

Council did initiate two actionsintended to address ASCE’s concerns: • The Council recommended changing the “Find Accredited Programs” database on the ABET website to reflect which Program Criteria, if any, were used as the basis for each program’s accreditation.21 Programs accredited only under the General Criteria were annotated as such. • The Council recommended a change to Section II.G.5.a(2) of the APPM, specifying that “For a program in a curricular area where no Lead Society has been designated, the program evaluator will be selected from a member society that the commission leadership, in consultation with the program and representatives of any potentially interested member society(ies

Conference Session

Virtual and Online Learning Tools in Chemical Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alec Steven Bowen, Oregon State University; Daniel Robert Reid, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

the National Science Foundation under thegrant TUES 1245482. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References1. Ma, J., and J. Nickerson. 2006. Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3), 1-24.2. Wieman C. and K. Perkins. 2005. Transforming physics education. Physics Today,58(11), 36-41.3. Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. 2006. PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44, 18.4. Finkelstein, N.D., W.K. Adams, C.J

Conference Session

Best of Computers in Education Division

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Melanie M. Cooper, Michigan State University; Kevin C. Haudek, Michigan State University; Jennifer Julia Kaplan, University of Georgia, Department of Statistics; Jennifer K. Knight, University of Colorado, Boulder; Paula P. Lemons, University of Georgia; Carl T. Lira, Michigan State University; John E. Merrill, Michigan State University, Biological Sciences Program; Ross Nehm, Stony Brook University; Luanna B. Prevost, University of South Florida; Michelle Kathleen Smith; Maryanne Sydlik, Western Michigan University

Tagged Divisions

Computers in Education

to be provided for them. Although these instructors were previously aware of some ofthe concepts students found challenging, they pointed out that the written assessments providedinsight as to why students struggled with these ideas. For example, in a question about genetics,one instructor noted that the reports revealed that many students thought that transcription andtranslation are the same process. We learned valuable lessons from this pilot study about 1) how to improve the presentationand user-friendliness of reports; 2) how to improve the scheduling of the AACR assessments andto incentivize homework assignments; and 3) the need for professional development to supportfaculty use of these assessments. These lessons are reflected in

Conference Session

Teaching Communication I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca R Essig, Purdue University; Cary David Troy, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

Tagged Divisions

Liberal Education/Engineering & Society

free-thinking and reflection.9Types of incidental writing include, but are not limited to, activities such as personal journal orportfolio writing, “think pieces”, blog entries, and lab books or notebooks. An example ofincidental writing includes assigning students to write daily journals discussing their experiencesand challenges with homework assignments. The instructor can then choose to review the entriesin order to answer questions or clarify confusing information, or the journals can remain strictlyfor the personal use of the student.9 Most examples of journaling found in research appear to besuccessful utilizations with minimum additional work needed from instructors.5The term “think pieces” is a general term encompassing any short

Conference Session

Curricular Issues in Computing and Information Technology Programs I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Chastine, Southern Polytechnic State University (ENG); Charles Richard Cole, Southern Polytechnic State University; Christopher Welty, Southern Polytechnic State University

Tagged Divisions

Computing & Information Technology

provide a central location for game assets. Also, the web presence helped to maintaina constant visual “brand” as the collaborative passed from one semester to the next with new de-signers entering the collaborative as others graduated.This ongoing collaboration is intended to examine the design and production process of each dis-cipline, observe and reflect on the efficacy of that process and seek that interstitial area betweenthe two disciplines - the "overlap" - and make meaningful reform to the next collaboration. Aftertwo semesters, from fall 2012 to spring 2013, the faculty and student collaborators found sub-stance in the overlap, frustrations in the process and sufficient value in the effort and product tojustify continuing the

Conference Session

Entrepreneurship & Engineering Innovation Division Opening General Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Qu Jin, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri D. Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

teachingschedules. To decrease impact on faculty time, lunches are kept to one-hour. Thefirst part of the hour is unscheduled, to provide participants with an opportunity toget their food, get settled, and socialize/network with other attendees. Theremainder of the session is used to give a presentation on a professionaldevelopment topic (leadership, communication, time management, lab management,worklife balance, negotiation, networking, administrative pathways on campus, usingteams or peer-editing in class) or a climate-related gender issue (stereotype threat,student-incivility, implicit bias, impact, respect, effectiveness). Participants areencouraged to contribute, share, and reflect during the sessions. All presentationsare posted on the program

Conference Session

Manufacturing and Machine Component Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Harold L. Stalford, University of Oklahoma

Tagged Divisions

Mechanical Engineering