Conference Session

Environmental Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel P. Sheehan, United States Military Academy; Jeffrey A. Starke, United States Military Academy; David C. Zgonc, United States Military Academy

Tagged Divisions

Environmental Engineering

. Several students commented to their instructors thatthey watched online videos about treatment technologies discussed in class. Other studentsstated that they watched online videos on how to solve problem types presented in lecture. Inboth cases, students felt they understood course content better after watching this online content.This could serve as an opportunity to better instruct digital natives in a way they are willing tointeract with the material and could lead to better learning. However, the students sometimes over-relied on technology. One interesting phenomenonencountered by an author hit upon the worst stereotype of the digital native. One studentresponded to a problem by writing that they had entered the problem’s main question

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. c American Society for Engineering Education, 2018 Changes in Student Perceptions of Their Abilities on the ABET Student Outcomes to Succeed During the First-Year Engineering ProgramAbstractThe purpose of this study is to explore students’ perceptions of the engineering enculturationfactors corresponding to the eleven ABET student outcomes and how their perceptions of theirabilities change over time through the FYE program. During the 2016-2017 school year, 662students, taking two consecutive First Year Engineering (FYE) foundation courses at asouthwestern university, responded to at least one of the three online surveys arranged over timeas either pre or post semester surveys and answered to the questions asking about

Conference Session

Clinical Learning Experiences in BME

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara Jean Muller-Borer, East Carolina University; Stephanie M. George, East Carolina University

Tagged Divisions

Biomedical Engineering

biomedical engineering not seen from the classroom, allowing me to become more aware of the possibilities I may want to pursue in the future.”While most students focus on the positive benefits of the course, few comment on anyapprehension or anticipated challenges. A written assignment completed before clinic rotationsincludes a student reflection on “Fears and Concerns”. Table 5 lists the most common responsesfrom the engineering students. The course syllabus and handbook include topics addressingthese issues and may have influenced the students’ responses.Table 5 - Common answers to “Fears and Concerns” Questions Common Answers • Overwhelmed by

Conference Session

Engineering Libraries Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Crystal L. Renfro, Kennesaw State University; Lori J. Ostapowicz Critz, Worcester Polytechnic Institute

Tagged Divisions

Engineering Libraries

pinpoint key resources for the discipline. It might be particularly instructive to obtain a list of peer institutions from library management as checking the guides created at these institutions can be particularly instructive. • When creating class-specific workshops, reading the class description from the university course catalog, or requesting a syllabus from the course professor can be very instructive. Often topics gleaned from such documents can result in meaningful test searches to perform for the classes in question. • A discussion with the professor regarding expectations is also key. Is this library session linked to a particular assignment for the students? Is there an expectation that

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth W. Van Treuren, Baylor University

Tagged Divisions

Aerospace

know….”. This 10 minute exercise asked students to understand the mission ofa lightweight fighter and then take their previous lists and see which might be applicable for thisspecific application. The idea behind the three exercises was to go from the “big picture” down tothe specific application. The information collected by the teams loosely formed the material inthe course syllabus (which was handed out the second lesson). Homework for this first class wasto write up their answers to these three exercises with no more than three pages. For homework,student teams were encouraged to use outside references, something that was not allowed duringthe first class. Student teams were also asked to select a team name, logo, and mission statementto

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

include, among others, experiential learning, internationalizing curriculum, online learning, and educational technology innovations.Prof. Yuting W. Chen, University of Illinois at Urbana-Champaign Dr. Yuting W. Chen received the B.S. degree from University of Illinois - Urbana Champaign in 2007, and the M.S. and Ph.D. degrees from Rensselaer Polytechnic Institute in 2009 and 2011, all in Electrical Engineering. Prior to joining the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign as a lecturer in 2015, she worked at IBM Systems Group in Poughkeepsie, NY in z Systems Firmware Development. Her current interests include recruitment and retention of under- representative

Conference Session

Undergraduate Track - Technical Session II

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Donald Winiecki Ph.D., Boise State University; Noah Salzman, Boise State University; Timothy Andersen, Boise State University; Amit Jain, Boise State University; Dianxiang Xu, Boise State University

Tagged Topics

Diversity, Undergraduate Education

(c) reduce stresses on currentcomputer science faculty so they are not also expected to learn new content, while at the same timeensuring that new content and materials are systemically-oriented to the overall goals of the CSP-Hatchery project, with respect to issues of ethics, morality, inclusion, diversity and social justice.4 Test Runs for FacultySince these courses have come online, the first author of this manuscript has also been asked to presentguest lectures to their courses, on issues of ethics, morality, inclusion, diversity and social justice asthey relate to the specific topic of the course. To date, these have been accomplished in ComputerScience courses dedicated to algorithm design, and machine learning, and in courses

Conference Session

Classroom Strategies – New Engineering Educators Division

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, San Jose State University; John T. Solomon, Tuskegee University

Tagged Divisions

New Engineering Educators

Preparation in TIED UPIn TIED UP, the course material preparation begins with the identification of the concepts involved in thecourse. Firstly, the course syllabus is revisited to identify the basic concepts involved in the course. Thefirst module (Kinematics) has been divided into 36 discrete concepts, as shown in Figure 1. For the designof the delivery materials, each concept is treated separately. Similarly, the second module is divided into39 basic concepts.Once the concept list is ready, the next step is to analyze the resources associated with each concept. Thetextbook contents and the previous lecture material are analyzed carefully to identify the pre-requisiteknowledge necessary to understand that concept. This procedure is according to the

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven Bell, Stanford University; Mark Horowitz, Stanford University

Tagged Divisions

Electrical and Computer

and online resources before deciding to develop our owncourse reader. The current reader remains a work in progress, but is now sufficient to serve asofficial reference material alongside the lecture slides. It is available online atengr40m.stanford.edu/reader.html.In order for students to be able to work on their projects outside of the lab, we give each student alab kit containing a multimeter, two Metro Minis, breadboards, wires, and most of the circuitcomponents necessary to build each of the projects. With the exception of soldering and using theoscilloscope, students have all the tools they need to work at home. Students pay a $100 coursefee to offset the cost of their lab kit, which they keep at the conclusion of the course. The

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sourajeet Roy, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Tom Chen, Colorado State University; Thomas J. Siller, Colorado State University; Anthony A. Maciejewski, Colorado State University; Laura B. Sample McMeeking, Colorado State University

Tagged Divisions

Educational Research and Methods

Electromagnetic Fields I. In the spring semester, they are required to take thefollow-on courses: Electronic Principles II, Linear System Analysis II, and ElectromagneticFields II. In each of these courses, the syllabus was broken down into the basic concepts by thevery instructors who have been teaching these courses for many years. In so doing, concepts thatmay be important but not fundamental to a course was packaged into other appropriate courses.The concepts that remained behind were considered to be the very fundamental concepts, alsoreferred to as the anchoring concepts. Typically, each course has five designated anchoringconcepts. The content material relevant to each anchoring concept was cast into a learning studiomodule (LSM). Thus, there are

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Leadership Development

theleadership outcome are summarized in Table 5. The three courses most commonly cited wererequired in the curriculum and included team projects. Only 20-30% of the students completingthe assignment had taken senior design, likely accounting for the low percentage of studentsciting the course as contributing to leadership. The professional issues course had not yetcovered leadership at the time of the curriculum mapping assignment, but students had beeninstructed that they could map it to the outcomes based on the syllabus, if they chose to do so.Some courses associated with the various minors with leadership components were also mappedby students to the leadership outcome. This included business courses, engineering managementcourses, and ROTC courses

Conference Session

Aerospace Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sidaard Gunasekaran, University of Dayton

Tagged Divisions

Aerospace

resources through their own efforts. The modified syllabus contains a list of recommended Page 9 of 44textbooks but the students were required to do independent studies from online resources. The alternateintention of not having a required textbook is to break free from the tradition of asking students to solveback of the chapter homework problems. Students were given open-ended problems which related theconcepts they learned in class to the outside world. And the students appreciated the nature of theHomework problems that were given in the course. “I really liked the way the homework maps exactly to what we are doing in class because it makesyou learn the material we are learning in class the

Conference Session

Engagement in Practice: Engaging the Community through Educational Outreach

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Aruch, University of Maryland College Park; David Tomblin, University of Maryland, College Park; Nicole Farkas Mogul, University of Maryland

Tagged Divisions

Community Engagement Division

plan for activities. Throughout the academic year, the teacher referred to the arrival ofmaterials that never showed up. There were several reasons for this including a leadershiptransition at the school, lags in procurement and challenges in communication. Toovercome this hurdle, we ‘dusted off’ some older robotics materials from the HS closet towork with throughout the academic year. For the UMD curriculum, the program model was tested. At the service site, 1-2UMD students worked with a team of 3-4 HS students to design, build and program arobot. The course met once per week on Thursdays from 3:30 – 4:45 at the end of theschool day. Following the service visit, UMD students completed an online discussionlog of their activities

Conference Session

Architectural Division Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park

Tagged Divisions

Architectural Engineering

courses  Faculty experience varies considerably resulting in important provisions being skimmed over or ignored Many of these identified issues largely stem from faculty experience with codes themselves.This is due to the background education of faculty and that most faculty do not or have not practicedin the industry where code knowledge is mandatory. Based on ill formatting and expertise, importantprovisions may be skimmed over or left out, or substituted by other work, and less stringentenforcement of codes in design adherence on projects. These can be compounded when a course getsmigrated from one instructor to another for various reasons. Here, specific details change becausedepartment wide syllabus information do not

Conference Session

EDGD: CAD, CAM, and AI

Collection

2018 ASEE Annual Conference & Exposition

Authors

John E. Bell, Michigan State University; Cui Cheng, Michigan State University; Hannah Klautke, Michigan State University; William Cain, Michigan State University; Daniel Joseph Freer, Michigan State University; Timothy J. Hinds, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

the course based on completion of the11 units in the app. Note that students were told at the beginning of the class that use of the appwas required, although the syllabus did not state what role it would have in the grade. Studentswere not told that the app would be for extra credit only until the last week class. Figure 3: Completion rate of app lessons by weekOf the 102 students who opted in to the study, 10 had actually passed the pretest. To avoid aceiling effect, we took those 10 students out of our sample. The intervention in this study was theuse of the augmented reality app as a supplement to the standard course content. Students in 2 ofthe 4 sections of the class were invited to use the app. In total, 57

Conference Session

First-year Programs Division Postcard Session 2: Identity and Sense of Belonging

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sura Al-Qudah, Western Washington University ; Jill Davishahl, Bellingham Technical College; Eric Davishahl, Whatcom Community College; Michael Andrew Greiner

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the first 2 weeks).  The conversation should be informal in nature and faculty should allow time for additional, unexpected conversation topics. Schedule about 20 minutes per student.  Have a copy of the syllabus available so you can refer to course outcomes, etc.  Common questions should focus primarily on the course (outcomes, topics, projects, etc.), in addition to the following: o Ask students to share a bit about their background (could be education and/or personal in nature depending on what the student wants to share) o What are you excited about related to this course? o Is there anything you are anxious about? o Do you have any questions about the course

Conference Session

Curriculum and Instruction in Engineering Mechanics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Peter Michael Becker

Tagged Topics

Diversity

Tagged Divisions

Mechanics

students (this was the case for thedynamics class at HSKA). These skriptums tend to be much shorter than textbooks, andconcentrate on the really important things.Prof Deutsch Reflections on Class StructureIn the US all instructors have to set up a syllabus, which not only displays the course ofinstruction but also defines how the final grade is determined. A typical grading scheme mighthave Homeworks at 20%, Quizzes at 10%, Midterms at 30%, and the Final Exam at 40%. InGermany this does not exist, since it’s entirely the final exam which determines the grade.Sometimes the German professors let the students do homework or have tests to make thestudents reflect on the content and work on problems, but these assignments don’t influence thefinal

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

education organization, astate science teacher organization, to teachers who visited the Center for class field trips, andthrough social media. Recruitment tasks were accomplished by Center education staff andpartner organizations. Interested teachers applied through an online application system during afour month submission window. To be considered complete, submitted applications had toinclude a resume, a series of short essays, and a form completed by two of their professionalreferences. Completed applications were reviewed by Center education staff, with finalacceptance decisions being made by the program manager.Participant Demographics Self-reported demographic information for the 22 teachers who have participated in theRET program is

Conference Session

Faculty Track - Technical Session V

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron; Linda T. Coats, Mississippi State University; Lakiesha N. Williams, Mississippi State University; Debora F. Rodrigues, University of Houston

Tagged Topics

Faculty

opportunities Teaching adult learners*Approach to reviewing a research proposal Teaching diverse populations*Mock research panel Working session – lesson developmentInterviewing tips and negotiating AssessmentsEquipment and start up packages Working session- develop assessment for lessonDeveloping collaboration Deliver Mini-lessonHow to prepare proposals Teaching evaluationsDifferences between federal, state, Use of effective classroom technologylocal fundingDeveloping a budget Syllabus developmentHow to address reviewer comments Practical tips for first course prep

Conference Session

IED Technical Session: Preparing for the Future Through Projects and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, Pennsylvania State University, University Park; Catherine M. Harmonosky, Pennsylvania State University, University Park; Amine Lehtihet, Pennsylvania State University, University Park; Vittal Prabhu, Pennsylvania State University, University Park; Andris Freivalds, Pennsylvania State University, University Park; Elena M. Joshi, Pennsylvania State University, University Park; Jose A. Ventura, Pennsylvania State University, University Park

Tagged Divisions

Industrial Engineering

University, University Park Amine Lehtihet is Professor of Industrial and Manufacturing Engineering at Penn State with teaching and research interests in Design and Manufacturing.Dr. Vittal Prabhu, Pennsylvania State University, University Park Vittaldas Prabhu is currently a Professor in the Marcus Department of Industrial and Manufacturing Engi- neering at Penn State. He received his Ph.D. in Mechanical Engineering from the University of Wisconsin- Madison. Professor Prabhu works in the area of distributed control systems with a focus on manufactur- ing and service enterprises consisting of discrete-events, physical processes, and service processes. He teaches courses in manufacturing systems, service systems, and

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 7

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hamid R. Piroozi J.D., Indiana University-Purdue University of Indianapolis; Justin L. Hess, Indiana University-Purdue University of Indianapolis; Charles Feldhaus, Indiana University-Purdue University of Indianapolis

Tagged Divisions

Entrepreneurship & Engineering Innovation

) law. He is the Director of the Entrepreneurship Clinic at IU-McKinney where he also teaches Patent Law and Patent Prosecution. Additionally, he teaches a three-course sequence in engineering where students learn about IP law as it applies to engineering design and engineering careers.Dr. Justin L. Hess, Indiana University-Purdue University of Indianapolis Dr. Justin L Hess is the Assistant Director of the STEM Education Innovation and Research Institute at IUPUI. His research interests include ethics, design, and sustainability. Dr. Hess received each of his degrees from Purdue University, including a PhD in Engineering Education, a Master of Science in Civil Engineering, and a Bachelor of Science in Civil Engineering

Conference Session

Programs and Pedagogies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sandra L. Furterer, University of Dayton

Tagged Divisions

Engineering Management

learning strategies, including: - Traditional lecture PowerPoint presentations provided via the online learning website. - Inquiry-oriented case studies including a healthcare case study and a light rail system case study. - Active learning exercises incorporated into each class session. - A cooperative team-based system design project. - Creativity-inducing methods based application of systems engineering tools.The instructor taught the course using the same learning strategies in the Spring 2017 semester.In Fall 2017, the instructor introduced an additional learning strategy developing an Excel-basedSystems Engineering Tools Template (SETT) that provided many of the systems engineeringtools for each phase of the system

Conference Session

Learning Outcomes and Pedagogical Strategies: Problems of Alignment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Richard Melnyk, United States Military Academy; Brian J. Novoselich, United States Military Academy; Gregory Martin Freisinger, United States Military Academy

Tagged Divisions

Liberal Education/Engineering & Society

education on meeting desired learning outcomes. In one of Knowles’last works on the subject, he discussed eight steps to implementing andragogy in practice [15].These steps involve preparing the learner, creating the proper learning environment, involvinglearners in diagnosing their needs and developing appropriate objectives and plans, to name afew. Overall, these steps describe a much more collaborative learning model different fromtraditional teacher-centric instructional design at the undergraduate level. Where once a major isselected, many courses are prescribed and within those courses the objectives, syllabus, andassessment tools are determined solely by the professor and not in conjunction with the students.To determine the effectiveness of

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology; Wade Lee Robison

Tagged Divisions

Engineering Ethics

Engineering Education, 2018 Risk Management and Ethics in Senior DesignAbstractEngineers make ethical decisions all the time in solving design problems, which is theintellectual core of engineering. They need to make those decisions and the grounds for themexplicit. Careful examination of a course’s syllabus can reveal how the ethical considerationsalready there can be made explicit. The Ethics Across the Curriculum (EAC) program at theRochester Institute of Technology (RIT) was designed to bring together faculty from diversedisciplines across the university, who would then spend time examining their syllabi, and seeinghow ethical considerations could be made explicit or naturally introduced as an integral part ofthe course, not as

Conference Session

Engagement In Practice: Integrating Community Engagement into Engineering Curricula

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ines Basalo, University of Miami; Jonathon Anthony Toft-Nielsen, University of Miami; Scotney D. Evans, University of Miami

Tagged Divisions

Community Engagement Division

during the project 4.   Value the importance of being a contributing member of the communityProject TimelineTable 1 shows an example of the modified course schedule, with the activities related to the finalproject on the first column. One lab activity was eliminated and the rest were scheduled earlier inthe semester to allow students to work exclusively on this project during the last 6 weeks. Week Final Project Task Other Topics and Activities 1 •   Introduction to the final project •   Syllabus discussion •   Introduction to measurements 2

Conference Session

Engineering Ethics Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Ethics

teaching Water Resources Engineering is licensed and has years ofpractice experience. We meet regularly to develop my syllabus and discuss specific content orgeneral best-practice design questions. Through these interactions, my mentor provides me withpractical context of water resources engineering. In developing an Appropriate Technology forDeveloping Countries course, I worked with an alumnus who has over 40 years of civil andenvironmental engineering consulting experience and many years as an Engineers WithoutBorders mentor to develop course content. Given that most faculty members do not have practiceexperience equivalent to 40 years, this model may be beneficial even when faculty members arethemselves licensed professional engineers. Not

Collection

2018 ASEE Midwest Section Conference

Authors

Edgar C. Clausen; James T. McAllister

) Planning the Course Prepare a set of instructional outcomes Develop a syllabus to communicate course goals Establish a clear policy that is consistent with the instructional objectives Provide feedback about students’ performance with respect to grading policy Conducting the Course Plan a productive first class session, describing the relevancy of the course Establish ample office hours, and be available for them Respect students’ time in the classroom Distribute copies of key theory, leaving gaps for students to complete Utilize alternative methods for delivering course material Set realistic expectations for students and encourage questions Face the student audience, and speak slowly and clearly Assess the

Conference Session

Diversity and Global Experiences

Collection

2018 ASEE Annual Conference & Exposition

Authors

David DiBiasio, Worcester Polytechnic Institute; Kristin Boudreau, Worcester Polytechnic Institute; Leslie Dodson, Worcester Polytechnic Institute; Curtis Abel, Worcester Polytechnic Institute

Tagged Divisions

Chemical Engineering

chemical engineering. Thissurprised the ChE instructor, particularly the fact that many students did not realize they could simplylook up the integrated solution online or in a textbook. We believe the solution to this is to do moreclass examples and homework on simple transient balances (like tank filling or solute mixing) prior tointroducing the project.Final Reports. Review of the 25 team reports showed them to all be very good to excellent. This was apleasant surprise to the ChE instructor who has been doing course projects for many years in this andsimilar classes. Typically there are teams whose dysfunction results in a poor report or who are simplyunmotivated and do not demonstrate the effort needed to produce good quality work. This was

Conference Session

Engineering Leadership Competency and Skill Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas at El Paso; Debbie Chachra, Olin College of Engineering; Kate Roach, UCL; Emanuela Tilley, University College London; Kyle G. Gipson, James Madison University

Tagged Divisions

Engineering Leadership Development

. He has taught courses focused on first-year engineering students, materials science and engineering, en- gineering design, systems thinking and engineering leadership. He has a PhD in Polymer, Fiber Science from Clemson University. His research background is in the synthesis of polymer nanocomposites and engineering education. He was trained as a Manufacturing Process Specialist within the textile industry, which was part of an eleven-year career that spanned textile manufacturing to product development. c American Society for Engineering Education, 2018 Convergent Approaches for Developing Engineering Leadership in UndergraduatesAbstractHere we describe a shared approach to engineering

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raina White, Dartmouth College; Christopher G. Levey, Dartmouth College; Laura Ray, Dartmouth College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

modeling and graphical representation of thesystem behaviors are taught, students can relate this to the qualitative framework they havealready formed [1]. This paper proposes that these simple activities presented early in the termwill improve retention and understanding, and also improve utilization of course concepts inpost-course design work.Experiential learning techniques can be time consuming and thus challenging to incorporate intocollegiate courses with a packed syllabus. Lab equipment can be expensive to purchase andmaintain. Further, instructors may presume that students have already formed simple mentalmodels of system behaviors from earlier coursework or life experiences. To minimize thesepossible implementation barriers, the criteria