Conference Session

Outstanding Contributions to Student Learning through Laboratory Experiences

Collection

2013 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CAST); Richard Cliver, Rochester Institute of Technology (CAST); David S Martins, Rochester Institute of Technology

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

material and be able apply theirknowledge as well as teach their peers about the subject. Conversation between groups isencouraged. In practice, peer-to-peer and group-to-group communication behavior wasfrequently observed in the course and benefited both novice and expert students. How to Succeed With This Lab: Before executing the procedure, skim-read through the whole lab handout. Skim-read through the Write Up section so you know what is expected for the lab report. Work together as a team with your lab partners to solve problems and overcome any snags (e.g. syntax issues with C, fabrication of the sensor leads, writing up an explanation of results). The number one problem students face doing this lab: Mis-wiring

Collection

2017 ASEE Mid Atlantic Section Spring Conference

Authors

Brianna Lawton, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

mere facts and data.Another property to keep in mind is collecting sources. Being able to validate your results andideas, and cross-check your information with what experts have said and/or are saying in thetopic of study.Being skilled in technical writing not only gives you a way to communicate your results to yourfellow peers and experts in the field of study but to those outside as well. The art of masteringgood technical writing skills aids in academia for grant writing funding proposal packages andin industry for project bidding proposal packages, therefore the training must start now inundergraduate research.III. Industry Terminology and TechnologyIndustry terminology and technology refers to the terms, lingo, and acronyms that are used

Conference Session

Preparing Engineering Students for the Global Workplace

Collection

2012 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Nicole P. Sanderlin, Virginia Tech; Elizabeth M. Tront, Virginia Tech; Joseph G. Tront, Virginia Tech

Tagged Divisions

International

acknowledged these items, lack of detailmight also be attributed to the students’ developmental level in that they are first year students.More explicit detail and examples could be added as students mature and make their waythrough their course work. RSAP provides a lab experience for the students in relation to the topics covered duringthe class. Students were applying skills, terms, and ideas they learned during the class when theytalked about what they gained from the RSAP experience and also demonstrated growth in theseareas in the writing assignment. However, students did not make the connection back to the classtopics or the time they spent developing relationships during the class with their peers. In manycases they identified the trip

Conference Session

Assessment in BME Education

Collection

2003 Annual Conference

Authors

Marian G. McCord; Susan Blanchard

forcollection and analysis are frequently semester-long, team-based projects that address manyoutcomes and allow students to demonstrate proficiency in several areas. One such assignment isthe team-based written term project in BAE 382 (formerly BAE 465): Biomedical EngineeringApplications. The projects represent chapters in an electronic textbook that has been contributedto by students since the fall of 1994. 2,3 Projects developed over the last five years can be viewedat http://www.bae.ncsu.edu/research/blanchard/www/465/textbook/projects.html. Each chapter isbased on one of the body's systems or senses or a specialized area of biomedical engineering.Students writing about specialized areas in biomedical engineering were asked to describe: (1)The

Collection

2023 ASEE North Central Section Conference

Authors

Leslie Hopkinson, West Virginia University

Tagged Topics

Diversity

. The presentation was assessed based on completeness, organization, visuals, writing mechanics, and presentation length. • Project 2: Structural and cultural barriers In support of course learning outcome #2, students completed an annotated bibliography and infographic related to one of the structural or cultural barriers women in engineering fields face. Students were required to review at least three primary sources and summarize information in an infographic. They shared their work with classmates in a gallery walk3. Annotated reviews were assessed primarily by source type and quality (i.e., peer reviewed), summary points, reflection response, and format. The infographics were

Collection

1999 Annual Conference

Authors

Sandra D. Yeigh

brings students in direct contact with faculty members from the first day on campus andestablishes a long-term solution to the attrition problem.VI. Peer-to-Peer MentoringOne strategy that has worked well in the authors’ program is peer-to-peer mentoring. In 1995one female student was invited to work on a policy issue that was of mutual interest to thestudent and mentor. In the following year, another female student was chosen. Faculty-student Page 4.352.3mentoring continued. Moreover, the first student, who was then a sophomore, also helped inthe mentoring process by sharing academic and personal experiences with the newcomer. Theprocess

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

that feature some of the components ofElizabeth’s self-designed activity. We might ask how a reflection activity in the classroom caninvoke the metacognitive processes that Elizabeth made sense of when reading, writing, andcrafting her blog. Next, we offer a second engagement with reflection that Elizabeth shared inher interview where she attempted to ask her friends reflective questions.Engagement 2: Sharing reflection with peers.When we prompted Elizabeth to think about who asks her to engage in reflection, she respondedwith, “I don’t think anyone directly asks. I usually bring it up in all of my conversations.” Shewent on to share a second engagement she had had with reflection where she attempted toprompt reflection with her peer group

Conference Session

Laptop/Handheld Computing in Education

Collection

2003 Annual Conference

Authors

Charles McIntyre

). Page 8.104.2 Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education Table 1. Palm Functions vs. Student Use Function Student Use Date Book (use to plan & schedule events) 11 Address Book (store contact information) 12 Note Pad (write notes and brief documents) 8 “To Do” List (track tasks by date, category, & priority) 9 Graffiti Writing (Palm hand

Collection

2020 ASEE North Central Section conference

Authors

Chandika Annasiwatta, Muskingum University; Sandra Soto-Caban, Muskingum University

implementation of adual-purpose, cost effective, educational laboratory test apparatus. Students have the task ofdesigning an apparatus that can be used as a bending test apparatus to determine the Modulus ofRupture (MOR) and a compression test apparatus to determine the compressive strength of amaterial. The device should be able to easily convert between the two configurations. Duringthis project, students will also satisfy the writing unit requirement of the General Educationcurriculum of the Institution.This project aimed to facilitate student learning through self-learning team activity. Throughoutthe project execution period, students apply their knowledge in hands-on activity, develop theirtechnical writing and documentation skills, and gain

Conference Session

Active and Out There: Labs and Active Learning

Collection

2019 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University; Benjamin S. Magbanua Jr., Mississippi State University; James L. Martin P.E., Mississippi State University

Tagged Divisions

Civil Engineering

Experiences (FYE - some colleges and universities have a course called first-year experiences or seminars to better prepare students that are currently struggling with motivation to succeed in academic environments) 2. Common Intellectual Experiences (CIE - two or more courses that build upon same background and advance in concepts and difficulty in a given field) 3. Learning Communities (LC - students form groups to study and work on problems or projects together) 4. Writing-Intensive Courses (WIC) 5. Collaborative Assignments and Projects (CA) 6. Science as Science Is Done; Undergraduate Research (UR) 7. Diversity/Global Learning (DGL) 8. Service Learning, Community-Based Learning (SL) 9. Internships (intern

Conference Session

Teaching Circuit Theory and Electronics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Braun, California Polytechnic State University

Tagged Divisions

Electrical and Computer

Page 22.1404.9assignments within electronics laboratory courses,2 this work compares the effectiveness ofhaving students complete just one sustainability analysis writing assignment during anelectronics lecture course. This work has presented sustainability analysis learning objectives,information resources to help students achieve the learning objectives, assignment mechanics,tools to facilitate assignment peer review, and assessment results. Direct assessment resultsimply the single writing assignment in the lecture class produces similar learning to weeklywriting assignments in lab, though requiring less instructor time. Students completing both thelecture and lab sustainability analyses produce higher average assessment scores, but the

Collection

1999 Annual Conference

Authors

Christopher Ibeh

communication skills. The term paper concept is based on theprinciples of ideation and implementation, the key elements of creativity and critical thinking.The development of ideas based on the students’ subject area(s) of interest serves as a drivingforce for implementation of the ideas. Implementation takes the students through the process ofliterature search for acquisition and development of knowledge base, design of experiment tovalidate and verify idea(s), performance of experiment for data acquisition, analyses andinterpretation of acquired data, and the ultimate report writing and presentation. Report writingteaches the students how to write and is an additional medium for learning the subject material.Presentation introduces and initiates the

Collection

1997 Annual Conference

Authors

Valerie L. Young; Peter L. Silsbee; Joseph W. Newkirk; Bradford L. Snowden; Anu Maria; Jerry W. Samples

. The result: discussed in the individual self-assessment of the participants. Mentor’s overview: Being thrown into a room with total strangers and asked toteach classes from your specialty in a contrived classroom environment is a difficult task.There are the questions of ego, realism, peer review, video self-assessment, and theobjectivity of the mentor that cause some concern. The response of this group wasexceptional and the amount of learning that took place was phenomenal. Peer review wascourteous, yet on target. Self-assessment was more critical, yet instructive. Theparticipants worked well together, learned how to assess themselves and others in amanner conducive to learning. They also found that teaching technique has a profound

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

significantly more likely to skip at least one offour items: three items which asked about their salient identities when writing peer-reviewedpapers, and one that asked about participants’ overall identity as a scientist (see Table A6 foritem text and regression values).Positive and Negative AffectA 3x2 MANOVA (survey type x affect type) was run to test for effects of survey type onparticipants’ emotional state (i.e., positive or negative affect). Results indicated there was nosignificant effect of survey focus (i.e., engineering identity, identity-based motivation, and futuretime perspective) on positive or negative affect, F(4,646) = 1.075, p = .368 (see Table 1 for fullmeans, standard deviations, and univariate effects). These results indicate that

Collection

2010 Spring ASEE Middle Atlantic Section Conference

Authors

Sunghoon Jang; Kenneth Markowitz; Aparicio Carranza

evaluate and refine theirpresentation and demonstration. In attendance are clients and representatives from the departmentindustrial advisory board members, peers, faculty, and the general public. These presentations areevaluated by the student team peers and technical advisory faculty.Instructional Objectives and AssessmentThe senior capstone project course requires students to demonstrate proficiency in variousessential skills. Students will exhibit skills in classes, labs, homework assignments, laboratoryexercises, and a designed operational project. Effective writing, effective oral communication,and use of technology are also addressed and assessed through reports, presentation, anddemonstration. For the successful completion of this course

Collection

2010 Northeast Section Meeting

Authors

Sunghoon Jang; Kenneth Markowitz; Aparicio Carranza

evaluate and refine theirpresentation and demonstration. In attendance are clients and representatives from the departmentindustrial advisory board members, peers, faculty, and the general public. These presentations areevaluated by the student team peers and technical advisory faculty.Instructional Objectives and AssessmentThe senior capstone project course requires students to demonstrate proficiency in variousessential skills. Students will exhibit skills in classes, labs, homework assignments, laboratoryexercises, and a designed operational project. Effective writing, effective oral communication,and use of technology are also addressed and assessed through reports, presentation, anddemonstration. For the successful completion of this course

Collection

1997 Annual Conference

Authors

Charles H. Dowding; Joseph J. Biernacki

many forms which interdisciplinary researchmay take including peer groups working in similar areas of study, peer groups working indifferent areas of study and peer groups working on thematic problems with a commongoal. Students engage in a course of study that introduces them to a wide spectrum ofresearch topics relevant to the central theme of civil engineering materials. They alsoattend a seminar activity designed to coach them in skills ancillary to research includingliterature search, report writing, oral presentation and laboratory safety. Teams of threestudents are advised by three individual faculty mentors and three graduate coaches.Teams meet weekly to formally review and cross-fertilize their research projects withinput from their

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Isabel Simões de Carvalho P.E., ISEL, Lisbon, Portugal; Christy Moore, University of Texas, Austin

Tagged Divisions

Liberal Education/Engineering & Society

class level.All inputs are analyzed and put into the place chosen by the learning community – thewhole class.The specific research assignment above mentioned is chosen from a list of Energy relatedtopics. This assignment goes on for six weeks with an online collaborative component.Students are requested to research, to engage in information management and validation,to establishing comparisons and decide on what works best in each case, share (facts andfigures) and discuss (supporting arguments) with their peers. At the end of the semesterthe students need to write a report and prepare a presentation to be delivered in-class forformative and summative assessment

Conference Session

IT-based Instructional Technologies

Collection

2008 Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University

Tagged Divisions

Information Systems

contributed.Several assessment strategies have been suggested. • Self-assessment: Students write up summaries of their contributions to the wiki and submit them to the instructor. • Group-based assessment: Students work in groups, and rate the contributions of each group member, as well as suggesting a grade for the group as a whole. • Instructor/TA assessment: The instructor or teaching assistant assigns a grade and gives feedback without any outside assistance. Page 13.230.2 • Expert assessment: Links to the wiki pages are provided to outside experts, who assess the contributions.Proceedings of the 2008

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

more of the teaching practices introducedand 3) developing a scholarship of teaching and learning (SoTL) project based on experiences intheir revised course. The summer academy includes multiple evidence-based teaching practices(such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTLand IRB processes, and time for reflection and cross-disciplinary discussion of potentialapplications of each practice into participant courses. Discussion on the progress of participantSoTL projects and classroom peer observations both within and outside participant programs arethe key components of the academic year FLC.May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program,which engaged 16 STEM

Conference Session

Mentoring and Development of New Faculty

Collection

2010 Annual Conference & Exposition

Authors

Alisa Clyne, Drexel University

Tagged Divisions

New Engineering Educators

orientation but before classes started to easenew faculty tension. Sessions were held on the three tenure criteria: research, teaching, andservice. In each session, a panel of three tenured faculty (one senior and two recently tenured)spoke about what was required for success and answered junior faculty questions. Following thethree sessions, the junior faculty had lunch with senior administrators and a discussion with theengineering dean.A particular problem in new faculty integration is bringing women into departments in whichfew or no women currently work. We started a women in engineering research network toconnect junior and senior women in all engineering departments, and thereby attain a criticalmass for effective peer-mentoring. The network

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

June Ferrill

hour rehearsing each student. Much of that time is spent on organization and logical argument, focus and emphasis, and on finding a hook for the audience. I also video tape. Watching the video tape together, we discuss delivery skills. (5) Based on feedback from peers and the venture capitalist, a student or student team will make changes to a business plan and write an early-stage one with an executive summary. Those who continue to pursue their plans will start the process all over again with the concrete experience of presenting this plan to a new audience.The teaching methodology consists of calling on various groups for feedback and giving studentsa chance to discuss their ideas, informally and

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monica Palomo P.E., California State Polytechnic University, Pomona; Jeffrey Alan Cole, Pasadena City College

Tagged Divisions

Environmental Engineering

classroom 6,7. More specifically, active learning involving researchprojects in the classroom has been widely supported as an effective pedagogical technique 3, 4, .The Council on Undergraduate Research (CUR) has advocated the transformation of thecurriculum in undergraduate teaching institutions from a typical lecture-based setup into aninquiry-based or research-based education. Undergraduate research experiences have beenidentified as a powerful way to enhance student learning and to develop critical thinking. Paststudies have reported the following as common characteristics of successful curricula that haveincorporated undergraduate research experiences: 1) reading of relevant literature, 2) workingwith a mentor or learning community (peer

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

nudge as it includes information about the peers’ behavior in thepush notification message. The intention behind using this nudge strategy is to allow studentsto compare their behavior with their peers. The description of the mechanism used to deliverthis nudge strategy is as follows: First, after the end of each lecture, the student will benudged to write the reflection with a general message in the push notification, i.e., “Lecture(Number) is open to write a reflection for (class code).” We will name this nudge Reminder1.0 for future reference.For the second push notification, students will be nudged with a message after six hours, i.e.,“Reminder! (Percentage number) of your peers have already submitted their reflections.Lecture (Number) is

Conference Session

Technical Session 7 - Paper 3: Forming and Fulfilling Expectations: Perspectives of Underrepresented Computer Science Doctoral Students

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Vidushi Ojha, University of Illinois at Urbana-Champaign; Raul Enrique Platero, University of Illinois at Urbana-Champaign; Beleicia B Bullock, Stanford University

Tagged Topics

CoNECD Paper Sessions, Diversity

-structured interviews allowed us to gather student perspectives on a variety of issues that theyconsidered to be relevant. In this paper, we present the analysis of the interviews. Our analysisfinds that students had three primary sources from which they deduce what they are expected todo, and how to do it: research experience prior to beginning their program, their PhD advisor, andtheir peers. Each of these sources helps students understand different kinds of expectations, withadvisors providing primarily high-level guidance on what tasks to accomplish, and peers helpingeach other with lower-level tasks. Many students began the program anticipating more hands-onsupport from their advisor, and instead found themselves relying more on their labmates

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Lunt, Southern Utah University; John S. MacLean, Southern Utah University

Tagged Topics

Diversity, NSF Grantees Poster Session

for undergraduates. c American Society for Engineering Education, 2016 The S-STEM Scholarship: An Integrated Approach to Helping Talented Students in NeedAbstractThe S-STEM Scholarship Program at Southern Utah University provides financial, faculty, peer,and professional support to first-generation college students, minority students, and students whocome from low-income families. The program was initiated in response to the identification of ahigh percentage of SUU students with these disadvantages and to the realization that supportingthese students could increase retention at SUU in the STEM disciplines. In addition, the programseeks to help provide skilled scientists

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gail Hohner, University of Michigan, Ann Arbor; Shanna R. Daly, University of Michigan; Jennifer Wegner, University of Michigan; Moses K. Lee, University of Michigan; Amy Frances Goldstein, University of Michigan

Tagged Divisions

Design in Engineering Education

25.250.2abstractEngineering students begin their education with varying understanding of the engineering designprocess. Effective engineering education will require us to understand how students developboth skills and a concept of engineering design. At a large Midwestern public university wecompare 100 students’ initial conceptions in design and response to design tasks both before andafter a 2-day, peer mentor led, design activity program which preceded the beginning of the firstyear in engineering. During the program, students were led through two design activities: onefocusing on idea generation and customer requirements; the second focusing on a design, buildand test activity. In addition, there were faculty presentations and discussions led by peermentors. We

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

stress.Students may enjoy working collaboratively with others on a challenging goal.However, others often express frustration when team communication breaks down, teammembers manage time differently, or when group members’ contributions areinequitable [2].Previous research in engineering education has examined best practices in engineeringand assessment strategies. These practices include instructor-formed teams that do notisolate underrepresented groups, establishing team policies through team contracts oroperation agreements, and providing accountability through peer-evaluations [3].Google’s research on teams revealed that the highest functioning teams providepsychological safety where team members trust one another enough to share theirconcerns

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

review survey, the students have anopportunity to write comments about their team and team mates if they wish at the end of thesurvey. At week three there were 159 comments written by the students. Most of the comments(67%) were positive about the team experience, and the students commented on the team Page 26.143.8interdependence and cohesiveness they noticed already at week three. Selected comments fromthe week three peer review are listed below. At three weeks in the term, the students recognizethe power of the teams to work together to solve the problems and that the heterogeneity of theteams is helpful to the team. Honestly the best

Conference Session

The Best of Computers in Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Michael Allen, University of California, Riverside; Frank Vahid, University of California, Riverside; Kelly Downey, University of California, Riverside; Alex Daniel Edgcomb, Zybooks

Tagged Divisions

Computers in Education

. Flipped classrooms have shownvarious benefits including improved performance, fewer drops, and happier students.Studio-based learning [15][16] emphasizes student communication, collaboration, and criticalthinking skills; showing improvements in student attitude and content mastery.Researchers have examined how student collaboration and instruction affects the studentexperience. Rodriguez [28] examined how pair programming and student collaboration affectedlearning outcomes, finding that if pair programming is done properly, collaboration increaseslearning and understanding. Blaheta [4] studied cooperative learning and found that students hada positive reaction. Simon [24] found that peer instruction had a positive impact on studentperception of