Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Jordana Hoegh, Purdue University; Alice Pawley, Purdue University

Tagged Divisions

Educational Research and Methods

metaphors fit or do notfit their career experiences. We ask new faculty to reflect on their interviewing and hiringexperiences, look ahead to their third-year reviews, discuss their departments’ workingatmosphere, and reflect on their interviewing and hiring processes. We ask third-year faculty toreflect on their interviewing and hiring experiences, their experiences as faculty at their currentuniversity, and satisfaction with their productivity and accomplishments in their careers so far.Additionally, we ask third-year faculty to discuss what they feel their next professionalaccomplishments will be. All interviews conclude with general career path reflections.Data collectionData are collected for research conducted for an ADVANCE grant, a National

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 24.395.4Index of Learning Styles (ILS)The Felder-Soloman Index of Learning Styles (ILS) is one of the most popular learning styleinstruments4-5– especially in engineering education. It is based on Felder and Silverman‘smodel and assesses preferences on four bipolar dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global. Active learners prefer doing things,particularly in groups. Reflective learners work better alone, with time to think about the taskbefore doing it. Sensing learners like facts, data, and experimentation and work well withdetail. Intuitive learners prefer ideas and theories, particularly when they get to grasp andgenerate new ideas. Verbal learners like to hear information and engage in

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

final day of the course. Moststudents answered the survey immediately, but some answered it over the next couple of weeks.Seventeen of the 19 participants responded to the final survey. The post survey asked severalquestions about their overall experience and also asked the students to share their reflections oneach session. They were encouraged to use their notes to help recall their reactions to theindividual sessions.We found that at the end of the week, students had a broader perception of computing and wereable to name fields within the discipline besides programming. Table 4 lists the top 4 answersgiven by students. In addition, students listed a much richer set of career possibilities includingtechnical consultant, project management

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

other product Test and Evaluate (POD-TE) Generating testable hypotheses and designing experiments to gather data that should be used to evaluate the prototype or solution, and to use this feedback in redesignApply Science, Engineering, and The practice of engineering requires the application of science,Mathematics Knowledge (SEM) mathematics, and engineering knowledge and engineering education at the K-12 level should emphasize this interdisciplinary natureEngineering Thinking (EThink) Students should be independent and reflective thinkers capable of

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna L. Newman, University at Albany/SUNY; Meghan Morris Deyoe, University at Albany, SUNY

Tagged Divisions

Electrical and Computer

developing and implementing instruction using a flippedclassroom approach in an Electronics Instrumentation class. Student and faculty perceptions of theapproach from Spring 2013 and Fall 2013 are provided.3. MethodsStudents enrolled in the Electronics Instrumentation class represented primarily undergraduatemechanical or dual aeronautical and mechanical engineering students. The flipped classroomapproach supported multiple learning styles and preference for instruction. The studentdemographics reflected traditional enrollment patterns for engineering programs; in Spring 2013specifically, over three-quarters of students were male (86%), three-quarters (76%) of thestudents were white and 24% represented ethnic minorities. A majority (82%) of the

Conference Session

Innovative Graphics Instruction

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert A. Chin, East Carolina University

Tagged Divisions

Engineering Design Graphics

students passed (n=14) with threshold raw scores of 95 orbetter. The raw scores for 86% (6/7) the students who did not pass fell within 10 correct answersof the passing score (85-94). One of the students who did not pass, drop the course. Another whodid not pass the exam took an incomplete for the course and eventually passed the certificationexam and the course. The fact this student passed the exam is not reflected in these data.As well, it did not appear pursuit of a Business Administration minor by the students influencedcertification exam performance. The proportion of students pursuing a Business Administrationminor who passed the exam was basically the same as the proportion of students pursuing someother minor or that were not pursuing a

Conference Session

Computer-Based Learning Models

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mihaela Vorvoreanu, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

. Experts agree that educational institutions need to “help young people learnhow to use information technology more responsibly, reflectively, and effectively in differentareas of life” 1. These reports identify a strategic need to extend technological competenciesbeyond tool operation by building fundamental knowledge and skills about the management ofattentional resources with respect to information technology use. But, does today’s technology-rich engineering education address this strategic need?The Technology ClassroomIn this discussion, the technology classroom is defined as formal higher education settings wheretechnology and engineering disciplines are taught, where technology is present in the classroomand is used primarily for

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

“liberal” and the “vocational.” They will have been schooled in educational systems that areclassified by subjects and where the distinctions between them are emphasised and therefore,between liberal and professional (vocational) knowledge rather than the seamless pattern towhich they belong. For this reason students should be invited to explore different ways ofconceiving knowledge including their own, and how it may be re- structured in order that theymay use it in specialist study. Related to this is the need to understand how we learn and how wedevelop the reflective capacity that is indicative of higher order thinking. One of the majoradvantages of incorporating the fine arts into liberal education is that it forces on the learner

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology

Tagged Divisions

Biomedical

oftheir research through a variety of tools, including lab tours, demonstrations, activities anddiscussions. The high school students and undergraduates then collaborate to develop activitiesand games about biological phenomena related to biomedical engineering to present to middleschool students in a nearby summer program. The poster will include a schedule of the programand examples of the activities created by the undergraduates for the high school students and bythe collaboration between the undergraduates and the high school students for the middle schoolstudents. As this collaboration enters its third summer, the design of the week-long program haschanged to reflect feedback from both the undergraduates in the REU and the high

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Robert Edwards, Pennsylvania State University, Erie

Tagged Divisions

K-12 & Pre-College Engineering

use of simple haptic or hands-on activities in precollege STEM coursesshould be encouraged to take advantage of students’ natural abilities and to help improve theirspatial skills which could enhance their chances of success in future academic and careerpursuits.Haptics and Visualization in STEM EducationWhile there are certain benefits to using virtual instruction in engineering and technology, Page 24.662.2including potentially lower cost and little/no equipment maintenance, 3D interaction usingsoftware is often simplified and does not always accurately reflect actual function which in turndoes not yield optimal results. These results are

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Women in Engineering

passionate about this project, but I don’t understand where you are coming from. I need you to explain to me why this is the right solution.” Keep asking questions until he hopefully sees the problems with his approach.2.4 Procedures:These two scenarios and the potential responses were among the materials participants receivedin advance of our interviews. Participants were asked in the interviews to identify the pros andcons of the different responses and supply us with what they found were the “right” answers toany of the scenarios. We also asked participants to reflect on whether or not there might havebeen a time when their responses would have been different. Finally, participants were asked ifthey had ever experienced similar

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Design in Engineering Education

alternatives) - Evaluation of the pros and cons of each alternative design are compared. An analysis of engineering ethics, hazards, and failures are considered for health and safety concerns. 5. Implementation - Develop the final solution and fabricate, test, and evaluate design. 6. Reflection and Iteration - Contemplates final design, reviews the failures, and redesigns the product accordingly.Figure 1: Graphical Representation of the Engineering Design Cycle, from Voland 2004Following the engineering design cycle, students are walked through each phase of the cycleusing real world examples. Lectures and homeworks are given for each of the cycle phasesusing different examples in world needs and engineering.This course also

Conference Session

Capstone Design and Innovations in ECE

Collection

2013 ASEE Annual Conference & Exposition

Authors

George York, U.S. Air Force Academy; Erlind George Royer, Academy Center for Unmanned Aircraft Systems Research, Department of Electrical and Computer Engineering, USAF Academy, CO; Daniel Harold Harold; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Electrical and Computer

of unmanned systems. Consequently, the sponsor wasinvolved in defining the learning outcomes of the project, which were added to our normalpedagogical outcomes for this capstone engineering design course.1. IntroductionMultidisciplinary senior design capstone projects have been popular at many institutions forseveral years. Multidisciplinary projects are encouraged by the Accreditation Board forEngineering and Technology’s requirements for a “realistic” major design experience,1 with therecognition that projects in industry typically require multi-disciplinary teams. Another recentcapstone trend reflecting life in industry is projects with geographically separated teams. Theseteams can range from multi-university teams in the same country2

Conference Session

FPD 9: First-Year Engineering Courses, Part III: Research, Sustainability, and Professionalism

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Kyle G. Gipson, James Madison University; Jonathan Howard Spindel, James Madison University; Elise M. Barrella, James Madison University

Tagged Divisions

First-Year Programs

Page 23.246.2design solicitation. Students are required to develop multiple designs; evaluate trade-offsbetween each design; justify decisions using engineering science calculations; develop computeraided models of the selected design; construct a physical prototype; and test and refine theirdesign prototype. Following testing and refinement, students present their designs during aformal presentation and submit a formal design report.In this paper, we provide an overview of our engineering curriculum, descriptions of the ES,EDP, and CSD modules, and a description of the final course project. We conclude the paperwith data related to course learning outcomes, and a reflection on the lessons learned.Curriculum BackgroundIn order for engineers to

Conference Session

Tricks of the Trade for Teaching I

Collection

2005 Annual Conference

Authors

David Miller

is not clear. The students fill out the formsat some point during the class. At the end of the class period, the students deposit the forms at thefront of the room. This requires very little actual class time.After class, the instructor should review the comments and consider whether suggested changesare appropriate and especially note aspects of the course that have been perceived as positive, sothat they can be continued. The comments can typically be reviewed and considered in about 15minutes for a class of 50 students. In general, many of the comments will reflect common ideasand concerns. These provide the strongest basis for considering things to change in the course.For example, in some of my recent classes, many students indicated

Conference Session

New Learning Models

Collection

2005 Annual Conference

Authors

Gul Okudan; Madara Ogot

. reflection on the presentation.Active learning [19-21] Introducing activities into the traditional lecture Improved retention and student (breaks up the lecture) and promoting student performance. engagement (activities designed around important learning outcomes and promote thoughtful student engagement).Inductive learning [1,12] Integrating the course material with past A better understanding of learning experiences, previous courses or course material. Connections situations from everyday life. Starting with of course material to the

Conference Session

Serving the Information Needs of Engineering Technology Educators

Collection

2004 Annual Conference

Authors

Monica Pfarr

Education can significantly impact the improvement of education in the broadrange of manufacturing technologies for the benefit of faculty, students, and industryprofessionals. See the web site: www.ncmeresource.org._________________________Endnotes1 The Manufacturing Education Resource Center is in part supported by the National Science Foundation under grantnumber DUE-0302328. Any opinions, findings, and conclusions or recommendations expressed in this paper arethose of the author and do not necessarily reflect the views of the National Science Foundation.2 Merrill, David, First Principles of Instruction, www.id2.usu.edu/5Star/FirstPrinciples/sld001.htmAccessed August 18, 2003MONICA PFARR is the director of the National Center for Manufacturing

Conference Session

Faculty Reward System Reform

Collection

2004 Annual Conference

Authors

Stanford Thomas; Donald Keating

Technology 7/ Western Carolina University 8 AbstractThis is the fourth paper in the special panel session focusing on issues driving reform of faculty rewardsystems to advance professional engineering education for creative engineering practice and leadership oftechnological innovation to enhance U.S. competitiveness. This paper explores the conceptual beginningsof a template for improved faculty reward systems that better reflect the practice of engineering for full-time, tenure track professionally oriented faculty in schools of engineering and technology.1. Background and HistoryThe United States has built an excellent system of research-oriented graduate education that is second tonone for the

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Semahat Siddika Demir

we emphasize the importance of: • reaching out and welcoming others • listening and communicating with others • being a reliable person • accepting and appreciating our differences and diversity • encouraging commitment and ownership • teamwork and team building • learning from mistakes • reframing situations from life • being yourself • catching joy • balancing work with leisure • focusing, reflecting, and regrouping ourselves • giving and receiving grace Page 9.982.3 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition

Conference Session

Entrepreneurship Poster Session

Collection

2004 Annual Conference

Authors

Wilburn Clouse

, Technical Report.Clouse, R. W. & Goodin, T. L. (2001). Entrepreneurship Education: Reflecting on the Present, Forecasting the Future. Nashville, TN: Forum for Entrepreneurship Education. (Available online at http://entrepreneurship.vanderbilt.edu)Clouse, R. W. (2002). Humor, creativity and entrepreneurship learning environments. Book of Abstracts, 14th Conference of the International Society for Humor Studies, Bertinoro, Italy, July 3-7, 2002.Clouse, R. W. & Goodin, T. L. (2001). Entrepreneurs in action: A case-based model. Proceedings of the Academy of Free Enterprise Education, 5(1).Clouse, R. W. & Goodin, T. L. (2001). Creating an entrepreneurial culture: Breaking the disciplinary boundaries

Conference Session

K-12 Poster Session

Collection

2005 Annual Conference

Authors

William Carlsen; Robin Tallon; Phil Henning; Leanne Avery; Angela Lueking; Daniel Haworth; Elana Chapman

and post-projectsurvey was requested, but for the K-12 class, only a post-project survey was requested. Thesurvey questions can be found at the end of the paper in the Appendix section. A sample websitedesign from Group 13 can be found on the next page. Additionally, the College Students wereasked to respond to a minute paper in which they were directed to reflect on the following set ofquestions: “How will you know if the students understood what you were communicating tothem via the website? Do you have some type of activity that will give you feedback? Howwould you know if what you communicated on your website made sense to the reader?” Aminute paper is meant to take only 1-2 minutes of time during a class period, and to collect datafrom

Conference Session

Mathematics Curriculum in Transition

Collection

2005 Annual Conference

Authors

John Gardner; Patricia Pyke; Amy Moll

freshman college students andthat it carried a stigma similar to “remedial” programs. Based on our early assessments,the following changes were made: • The name of the program was changed to “Active Learning in Mathematics” to better reflect the nature of the program and to eliminate possibly negative language. • The students were encouraged to attend any session that fit their schedule, not just the one run by the facilitator who is attending their session. • Facilitators were permitted to hold additional sessions in any week if students from the class requested a more convenient time. • Advertisements were taken out in the school newspaper to publicize the existence of the program to

Conference Session

Improving Statics Instruction

Collection

2005 Annual Conference

Authors

Zhifeng Kou; Sudhir Mehta

Be Learner Centered Show Applications and Relevance Incorporate Active/Cooperative Learning Use Appropriate Technology Focus on Outcomes & Critical Content Incorporate Classroom Assessment Set High Standards Prepare well and Explain Clearly Incorporate Service Learning Provide Great Learning Support Use Fair Testing & Grading Procedures Incorporate Writing (Reflections) Figure1 Organization of the Next Generation Principles.The fundamental belief underlying all these Next Generation principles is that as an instructor,one deeply cares about student learning and believes that one can make a difference in theirlives. With this

Conference Session

Teaching Strategies in Graphics

Collection

2004 Annual Conference

Authors

Mahmoud Ardebili; Ali Sadegh

new curriculum. This is reflected by their assessment of classand the depth and rigor of their projects. They feel that the class is both a skill andtechnical one, which reinforces analytical geometry and vector skills. Faculty teachingthe class have also responded positively to this approach and feel it is easier to instructthe class. Page 9.76.1Proceeding of the 2004 American Society for Engineering Education Annual Conference & ExpositionCopyright© American Society for Engineering EducationIntroductionEngineering education is undergoing changes. Educators constantly reassess the contentof engineering curricula in the context of emerging

Conference Session

Knowing Students: Diversity & Retention

Collection

2004 Annual Conference

Authors

Alisha Waller

as influential to the team’scohesion9. The essays in Pattatucci’s book also reflect the fact that self-presentation is animportant consideration for women in science and engineering10. However, none of these studiesinterviewed engineering women students specifically about their self-presentation decisions. Thisstudy begins to fill that gap in the literature. In summary, the motivation for this project began with my own experiences of alteringmy appearance in order to reduce the attention to my gender and increase my chance of beingheard. Learning that other women had made similar adjustments and that research studies linkeda feminine appearance with perceived incompetence further increased my interest. Theories ofidentity conflict

Conference Session

TIME 7: ABET Issues and Capstone Courses

Collection

2004 Annual Conference

Authors

Karim Nasr; Raghu Echempati; Arnaldo Mazzei

content and instructional method to better meet desiredoutcomes.IntroductionRecently, the accreditation process of engineering programs has taken a new form, becoming anoutcome-based process wherein individual courses and experiences must contribute to the bigpicture of engineering education and students’ achievement of specific abilities and skills. This Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Page 9.1131.1 Copyright © 2004, American Society for Engineering Educationprocess has caused the majority of engineering programs around the nation to reflect on

Conference Session

Programming Issues for Engineering

Collection

2004 Annual Conference

Authors

Robert Friedman; Jerri Drakes

the learning environment to reflect the complexity of the environment they should be able to function in at the end of learning.• Give the learner ownership of the process used to develop a solution.• Design the learning environment to support and challenge the learner's thinking.• Encourage testing ideas against alternative views and alternative contexts.• Provide opportunity for and support reflection on both the content learned and the learning process. Bouton and Garth5, Bruffee9, Johnson29, Johnson and Johnson31, and Dillenberg andSchneider13, belief, as does Hiltz28, that collaborative learning is "a learning process thatemphasizes group or cooperative efforts among faculty and students. It stresses

Conference Session

Multidisciplinary Programs: Look Ahead

Collection

2004 Annual Conference

Authors

Doanh Van

that we used to obtain feedback from our constituencies. Data of both categories, Objectives and Outcomes, were consolidated and presented to the Engineering faculty for revision, or addition, or both, to reflect comments from the constituencies. As far as the educational outcomes are concerned, we used the established “a to k” as the core outcomes as set forth by ABET. We also have two additional outcomes, “l” and “m” to reflect our belief in values students ought to have prior to graduation. The first is to ensure at time of graduation that each student will recognize the importance or registration and licensing and, the other, that each student will be aware of the integration

Conference Session

Innovative Classroom Techniques

Collection

2004 Annual Conference

Authors

Yasar Demirel

Session 3213 Effective Teaching and Active Learning of Engineering Courses with Workbook Strategy Yaşar DemirelDepartment of Chemical Engineering, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061.AbstractOften mismatches between learning and teaching styles arise because students are in majorityvisual and sensing learners, and most instructors are intuitive and reflective learners. Beside that,textbooks also have their own styles, and their contents, depth of coverage of materials, andorganization may affect the teaching and

Conference Session

Tenure and Promotion Tricks of the Trade

Collection

2003 Annual Conference

Authors

Brian West

awards • service awards • letters from students • student evaluations and assessments • research grant awardsThe Teaching Portfolio provides a structured opportunity to reflect on what has been done in thepast, to develop a plan for the future, and to communicate these plans to the T & P committee.The self-analysis required to write a Teaching Portfolio forces one to focus on the desiredoutcomes of ones’ teaching, research, service, and publishing efforts. Developing a TeachingPortfolio also forces one to elucidate current motives, to determine if the current methodologybeing used will elicit the desired outcomes, and to correct any deficiencies. In essence, theTeaching Portfolio will highlight good teaching, as well as