Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

professors “felt the students were able to demonstrate adeeper understanding for the subject areas than in earlier versions of these courses.”4 Thestudents, while agreeing that their learning was enhanced by the service aspect of their projects,were unsure about the net benefit of participating. Biology students were concerned thatperformance in traditional laboratory courses would be weighed more carefully thanparticipation in S-L courses by graduate schools and employers, and many students worried thatthe perception of a lack of scientific rigor would reflect poorly on them. A barrier to faculty’simplementation of S-L was a resistance to the idea of reflection as a learning or evaluation tool,in spite of its integral nature in the effective

Collection

2013 EDI

Authors

Sarah A Rajala

o Praise in public, criticize in private o When things go well, give credit to othersAdministrative Leadership Make sure administrative structure supports you and the culture you want to develop o Hire the best o Set up your team to work in your absence o Delegate responsibility and authority o Pay attention to processes o Be strategic with where you put your time and energy o Realize you won’t make everybody happyAdministrative Leadership Making decisions o Don’t necessarily need to make a decision on the spot o Gather input o Reflect before you react o Decide what battles to fight Seek continuous improvement in all you do o Be accountable and open o Remember is learning is

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

PhilosophyThe overall assessment philosophy of EPICS is guided by two core values of EPICS. First,EPICS seeks to provide an educational experience that will prepare students for professional Page 23.151.3practice. Second, we seek to meet compelling human, environmental and community needs.The assessment processes are integrated into the curriculum and designed to create artifacts thatcan be assessed. A key concept in PBSL assessment is to utilize authentic project artifacts(papers, reports, notebooks, blogs, reflections, etc.) that can be assessed and used to demonstratestudent learning. Whenever possible, the assessments are integrated into processes

Collection

2013 ERC

Authors

Sohi Rastegar

CBET$40,000.00 1$20,000.00 0.5 $0.00 0 2007 2008 2009 2010 2011 2012 2007 2008 2009 2010 2011 2012 * Data do not reflect no-cost extensions for more recent years * Data do not reflect no-cost extensions for more recent

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Scott D Gelfand, Oklahoma State University, Department of Philosophy; Ronald Steve Harrist Ph.D., Oklahoma State University; Shelia M. Kennison, Oklahoma State University

Tagged Divisions

Engineering Ethics

demonstrate why people act unethically. After a discussion of each video, each individualstudent is guided through a two-part exercise. The first part, developing a Personal InventoryReport, helps the student engage in self-reflection in order to determine what sorts of situationsthe student might find ethically challenging. In the second part of the exercise, the studentdevelops a personal plan (Adaptive-Strategies Report) addressing what strategies they might usein order to increase the likelihood that they will act ethically in challenging situations (that is, thesituations arrived at while developing the Personal Inventory Report). Page

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

making utilizing theinstrument. Traditionally, engineering curricular approaches to ethics have been case-based orhave centered around lecture and discussions about ethical frameworks. While necessary, suchapproaches can be supplemented by individual assessments of students’ ethical reasoningabilities and reflective activities about the tasks. Specifically, we address curricular interventionsin multidisciplinary project teams focused on real world applications. These interventions Page 23.1350.3leverage the utility of engineering ethical reasoning models and instruments into curricula. Wefocus on the EERI but recognize that similar models and

Collection

2013 GSW

Authors

Christina K. White; Richard H. Crawford

) connect socially and culturally to engineering; and c) find solutions to theworld’s  most  pressing  societal  and  technical  issues.  These  experiences  will  be  described  with examples of interdisciplinary and design-based teaching at The University Texas at Austin. TheGrand Challenges Scholars’ reflections and survey results will represent ways that they engagedin and responded to international and interdisciplinary engineering education projects.Specifically, the experiences of the design and launch of an enterprise in Ghana will create athick and rich description about interdisciplinary, international, service-learning, andentrepreneurial components of engineering designs framed within the 21st Century EngineeringGrand Challenges. This

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joan B Schuman, Missouri University of Science & Technology; Kellie Grasman, Missouri University of Science & Technology

Tagged Divisions

Community Engagement Division

expanded to include increased utilization as a collaboration tool betweenteams and community sponsors as well as a tool for peer to peer evaluation of project teamprogress.ReflectionFor the fall semester 2012, students were given reflective work as part of the course study.Students were asked to reflect on the following questions: 1. Did having a “real” customer improve your performance? Explain 2. Did you feel that you were helping the community with the project? Explain. 3. Do you see yourself doing service in any community in the future? Has this class experience changed that outlook?Eighty-five percent of students felt that having a “real” customer improved their performance,while 11.5% stated that their experience was improved

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

solutions.Teachers need to move away from guiding students to a correct answer and move towardemphasizing student engagement 24. The teacher’s focus should target encouragement of theirstudents’ own reflection on their reasoning as well as interpretation of problem situations 25.Contrary to current practices of warning students when they take a wrong step in their solutionefforts, teachers need to encourage students to focus on interpreting specific ideas and theirconnections to the problem at hand 26. This type of facilitation requires significant scaffoldingmechanisms for effective learning to take place 27. The new role of the teachers includescarefully selection, preparation, and implementation of those scaffolds 16, 28. Lack of sufficientguidance will

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

engineering design course that is intended to deepen and enrich students’understanding of these terms by asking them to categorize various artifacts as works ofengineering design. Starting with a simple binary question - yes or no - they move to a planarassessment - and finally to a comparative exercise as complications are introduced into theartifact set. Analyzing their pre and post-activity definitions and student reflections on theactivity allows us to explore the impact of the exercise on the students’ understanding of andengagement with the concept of “engineering design.”1. Background and IntroductionFreshman engineering students often begin their studies with limited, imprecise, and minimallyinformed conceptions of engineering, design, and

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simon Pitts, Northeastern University; Steve McGonagle, Northeastern University; Steven W Klosterman, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

be an effective leader. Through reflection and self-assessment, the Gordon Candidates begin to understand their own strengths and weaknesses, preferred styles, biases and potential blind spots. Customized development plans and regular mentoring sessions serve to increase the Candidates’ ability to perceive and effectively deal with the range of personalities they face within diverse teams. For example, conflicts created by the contrasting personal styles of individual team members can be mitigated with appropriate empathy, coaching and direction.  Knowledge, Skills and Attitudes to Successfully Lead Engineering Teams: The next level targets the development and mastery of best practices

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Stephanie Cutler, Virginia Tech

Tagged Divisions

Student

) Expertise Area of Study Content and Context Area of Study Content and Context Learning Theories Learning Theories Personal Champion Supportive of Professional Success Reflective Reflective Supportive of Professional Success Optimistic Optimistic Open-minded to Research Paradigms Professional Invested in Engineering Education Invested in Engineering Education Access to funding Connection to relevant networks Familiar with navigating

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Sean Poust, University of California-Berkeley

Tagged Divisions

Chemical Engineering

capstone design and laboratorycourses. The course runs as a one-semester, stand-alone course (not coupled to a complementarytechnical or laboratory course) with assignments ranging from laboratory reports, design reports,resumes, cover letters, interviews, technical presentations, and project proposals tocommunication with lay audiences. This paper takes a case study approach to examine theevolution of the laboratory report assignment over the course of three semesters. We found thatincorporating additional authenticity into laboratory report writing assignment motivated studentengagement and learning. Midterm and final course evaluations are used as data to reflect on theeffectiveness of three iterations of the assignment:· Fall 2011: Common

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

typicaldesign process-to-semester mapping for capstone projects, (2) a design process rubric applicableto engineering design projects in the curriculum, and (3) a mapping between the design processand engineering design tools taught within the curriculum. The design process guide ispresented as a tool which can be used to guide students through directed exploration of thedesign process during a first design class as well as to scaffold students’ undirected designprocess exploration. Implementation of the guide during the engineering design sequence will bediscussed as well as the lessons learned after applying the guide to senior and junior projects as agrading rubric, feedback mechanism, and as an in-class guide for student reflection on a

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

moreaccurately reflect the work of scientists and engineers1,2. However, K-12 science education willalso have to reform and support the work of engineering education if improvements in thescience classroom are to be made.In response to this, A Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas has been developed by the Carnegie Corporation of New York and the NationalResearch Council and represents a new conceptual framework for science education. Theimpetus for this project stems from the growth of knowledge of science, increased understandingof the learning and teaching of science, and the need for scientific and engineering practices tobe represented in the science classroom. The framework is organized within three

Conference Session

Accreditation, Program Evaluation, and Education Resource's Impact in Latin America

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jones, University of Texas, Arlington; Vettrivel Gnaneswaran, University of Wisconsin-Platteville; Beatriz Murrieta, Tecnologico de Monterrey, Campus Queretaro

Tagged Divisions

International

data-collection, analysis and reporting. The sub-questionsalong with assessment methods and brief explanations were shown in the following discussions.Assessment sub-question #A: “To what extent does being immersed in a different cultureinfluence a student’s ability to conduct culturally competent undergraduate engineeringresearch?” Assessment methods for sub-question #A: (1) pre-survey and post survey ofstudents’ level of intercultural communication, sensitivity and expectations; (2) focus group withstudents at the end of their summer experience; (3) reflective journals and weekly meetings withfaculty. In assessment method #1, to better capture the information, students were given theIntercultural Development Inventory developed by Milton

Conference Session

Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

quality of life. These components may help educators create stronglearning scaffolds to help students manage the complexity of designing for people living inpoverty.23 I found engineering design educators24, 25 who used reflection to identify learningneeds of their students developed these stronger scaffolds intrinsically. Furthermore, I wanted tooffer guidance to engineering educators assessing student work that targeted marginalizedcommunities around the world. Design as improving the quality of life has four components. 1. Design activities center on wellbeing objectives. 2. Critical knowledge to understand wellbeing objectives rests in diffuse communities. 3. Designers use social networks to manage design activities. 4. Assessing

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa DuPree McNair, Virginia Tech; Wende Garrison, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #7218Raze the Silos: Using Digital Portfolios to Increase Integrative ThinkingDr. Lisa DuPree McNair, Virginia Tech Dr. Lisa DuPree McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her Ph.D. in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective

Conference Session

Statics - They can move at constant velocity!

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sirena C. Hargrove-Leak, Elon University

Tagged Divisions

Mechanics

is not simultaneously accompanied by (or occasioned through) an extension of the student‟s use of language. Through this elaboration of discourse new thinking is brought into being, expressed, reflected upon and communicated. This extension of language might be acquired, for example, from that in use within a specific discipline, language community or community of practice, or it might, of course, be self-generated. It might involve natural language, formal language or symbolic language.8” The language extension of engineers learning to solve problems includes some natural language, formal disciplinary language, and

Conference Session

Communication and Engineering Careers: Motivating Our Students

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Anderson, Northwestern University; David W. Gatchell, Northwestern University; Barbara Shwom, Northwestern University; Stacy Benjamin, Segal Design Institute; John Andrew Lake, Segal Design Institute, Northwestern University

Tagged Divisions

Liberal Education/Engineering & Society

-making process?The team used this list of questions to help them consider the issues they needed to communicateabout their design options, with the intent of revising the paragraph to reflect their thinking.Using the answers to the questions above, the team evaluated the trade-offs of their two designoptions, and came to the conclusion that one option was clearly better suited to the project thanthe other. The revised text is both clearer and a better statement of the team’s design direction. The pressure tank will connect to the Shedd’s water supply to ensure the water parameters are adjustable to the animals living inside. Since the Shedd always has at least one tank optimized for any species of seahorse, no

Conference Session

Special Initiatives and Programs at Two-Year Colleges

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Two Year College Division

not at all new and has been in practice for a very long time.Regardless, a problem based curriculum is significantly different from the traditional disciplinecentered curriculum. It is important that the aims and objectives of problem based learning arereflected in every aspect of the learning environment created. Scholars have identified fourfeatures that clearly separate a problem-based curriculum from a traditional, topic-basedcurriculum. It is important that the aims and objectives of problem-based learning are reflected inevery aspect of the learning environment created. Problem-based curriculum should documentaccomplishments at the upper levels of Bloom's Taxonomy Triangle. Scholars in the area ofcognitive science and educational

Conference Session

Implementing Active Learning in Mechanical Engineering Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig Durwin Engle, Purdue University Calumet; Gregory P. Neff, Purdue University, Calumet (Tech)

Tagged Divisions

Engineering Technology

 To what extent did this course have a real world or applied context? To what extent did this course provide opportunities to meaningfully reflect on your experience? To what extent at the beginning of this experience were you provided an orientation appropriate to the content? To what extent were you provided feedback so you could improve how well you performed?  Page 23.900.3How well prepared were you to be successful in this course? To what extent were you provided information on how you will be assessed and evaluated in the course? languages and B & R Automation Studio software. The components are mounted on 8 by

Conference Session

Real and Virtual - "New" Approaches to Teaching "Old" Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

James P Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

will be arranged into groups of three to five, and assigned a topic from a prescribed list. Students will be asked to take the Thermodynamics Concept Inventory during the first and last week of the semester. Year 2 – Video Viewing Students will be asked to watch 3-5 minute videos that span the five topics covered in the Thermodynamics Concept Inventory. These videos will be selected from those generated in Year 1 of the study, and will be available after the video’s topic has been presented in class. After watching the video, students will be asked to perform a short reflection assignment on the concept. Additionally, students will be asked to take the

Conference Session

Faculty and Course Evolution: Teaching With Technology, Online Delivery, and Addressing Emerging Student & Industry Needs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michael J. Richards, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Jason Daniel Christopher, USAFA/DFEM

Tagged Divisions

Continuing Professional Development

the questions on the survey, the average response for the video recording wasnot substantially different from the average response for the faculty visitation program. Theparticipants’ comments also identify benefits that each program provides. A second conclusionis that both the faculty visitation program and the video recording seem to have certain strengths.This conclusion is born out in the questions where there was a large difference in the responsesas well as through the participants’ comments.McKenna, et al, describe the benefits to teaching provided by collaborative reflection.6 Each ofour participating instructors was invited to review their video with the school’s facultydevelopment center, though none took the opportunity. As was

Conference Session

Study Abroad, International Experience, Exchange Programs and Student Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Keilin Tarum Deahl, University of Illinois at Urbana-Champaign; Eileen Walz, University of Illinois; Russell Korte, University of Illinois, Urbana-Champaign; Valeri Werpetinski, University of Illinois, Urbana-Champaign; Laura D Hahn, University of Illinois, Urbana-Champaign; Judith A Sunderman, University of Illinois, Urbana-Champaign; J. Bruce Elliott- Litchfield, University of Illinois, Urbana-Champaign

Tagged Divisions

International

student development acquired while working on internationalengineering projects abroad. These experiences presented a unique learning environment andopportunity to develop and implement a holistic engineering project. The findings from ourresearch indicate six areas of student development: technical knowledge, communication,personal growth, project management, community-based development, and interculturalawareness. These six categories are broken down into subcategories to further identify specificareas of student development.These findings are based on reflections collected from Engineers Without Borders studentmembers. The first round of data was collected through on site journals and discussions andpost-travel interviews with participants of

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carlson-Dakes, University of Wisconsin, Madison; Gregory W Harrington, Dept of Civil & Environmental Engineering, Univ of Wisconsin - Madison

Tagged Divisions

Engineering Leadership Development Division

   In The Courage to Teach, Parker Palmer explores an approach to educational transformationby engaging in deep inquiry of fundamental questions of what, how, why, and who (Palmer1998). We often start out with content and curriculum – the what that is being taught. If wedig a bit deeper, we begin to consider pedagogical structures – the how we are teaching thewhat. Occasionally, we may ask why we are teaching what we teach. Rarely, however, dowe get to the point of reflecting and sharing the personal values present in our teaching andlearning endeavor – the root questions of who are we as teachers, and equally important,who are our students as learners? These three elements – curricular content (what),pedagogical structure (how), and personal

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Craig Johnson P.E., Central Washington University; Charles O. Pringle, Central Washington University; Nathan Davis EIT, Central Washington University

Tagged Divisions

Materials

toevaluate an engineering report submitted by students completing the design activity (AppendixA).Since our intention was directed at comparisons of design abilities, and not the absolutemeasurement these abilities, we chose not to engage in a search for other assessment instruments.A cursory search reveals many instruments such as the CEDA, PCT, PSVT-R mentioned in arecent JEE article4.A constraint on this approach was that the activity primarily used teams. We targeted seniors, sothey had formal instruction in design. We chose to implement the activity with teams because itreflected typical work scenarios and because it was logistically prudent. So even if a singleengineering report reflected two to more students, the report itself could be

Conference Session

Instrumentation Technical Session II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Akram Hossain, Purdue University, Calumet (Tech); Tanima Zaman, Ivy Tech Community College, Northwest

Tagged Divisions

Instrumentation

the figure below2: Page 23.1275.4 Figure 3: Single-Board Reconfigurable IO Components.The ultrasonic sensor integrated with the Robotic Starter Kit acquires data about obstacles bytransmitting a short pulse of ultrasonic energy (typically for 200µs with 40kHz)1. The sensorthen stops transmitting energy and waits for a reflected signal from the obstacle in front of it.Once the sensor receives the transmitted signal it provides an output pulse to the real-timeprocessor. Below the ultrasonic sensor with transmitted and reflected energy is shown: Figure 4: Ping ))) Ultrasonic Sensor.Based on the

Collection

2013 ASEE Midwest Section Conference

Authors

Yanwu Ding

. How Project Helps Improve Students’ Critical Thinking SkillsPaul and Elder [1] from their institute, The Foundation for Critical Thinking, suggested thatthinking within any discipline generates purposes, raises questions, uses information, utilizesconcepts, makes inferences; makes assumptions, generates implications, and embodies a point ofview. Ennis [2] defines critical thinking as the following: “Critical thinking is reasonable,reflective thinking that is focused on deciding what to believe or do.” Scriven and Paul [3] give amore detailed definition: “Critical thinking is the intellectually disciplined process of activelyand skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or