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Displaying results 61 - 90 of 773 in total
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
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
Conference Session
Sustainability and engineering education
Collection
2013 ASEE Annual Conference & Exposition
Authors
John Woolschlager, Saint Louis University, Parks College of Eng.
Tagged Divisions
Environmental Engineering
, reflecting the evolving areas ofpractice in the professional field. More recently, many environmental engineering programshave begun to incorporate sustainability principles into the curriculum, reflecting the need toprepare future engineers to address complex and interdisciplinary issues that challenge oursociety. The purpose of this paper is to examine how sustainability principles have beenintegrated into environmental engineering curriculums. A national-level review of all sixtyABET accredited environmental engineering programs reveals that 73% have incorporatedsustainability concepts somewhere in their program educational objectives, student outcomes,courses, and/or in program descriptions posted on websites and in catalogs. However, few
Conference Session
NSF Grantees' Poster Session
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kirsten A Davis, Boise State University; Ross A. Perkins, Boise State University; R. Casey Cline, Boise State University; Sondra M Miller, Boise State University
Tagged Topics
NSF Grantees Poster Session
engineeringclassrooms across the United States2.In order to prepare our future engineers with competencies well beyond those expected of pastengineers, as the American Society for Engineering Education (ASEE) and the NationalAcademy of Engineering (NAE) say we must, engineering education itself must change andbecome more effective and efficient3, 4. We must draw on available engineering educationresearch to improve our classrooms and our teaching both now and into the future. Page 23.252.2This is not a simple task, as there are many barriers to overcome. Some are barriers of individualfaculty members, and others reflect their work environment. Some examples of
Conference Session
Reception & Poster Session
Collection
2013 ASEE International Forum
Authors
Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University
Tagged Topics
ASEE International Forum
of Electronic Science and Technology in China in Chengdu. Before each of thesevisits, a student team studied the cultural, engineering, and other important aspects of the site orcompany and reported to the entire group to give an overview of what would be visited. Duringthe visit, students attended presentations made by the company or the university, many of whichincluded a question-and-answer session, or listened to stories about a cultural attraction by a tourguide. After the visit, students debriefed the visit in group meetings and each wrote thoughts andreflections in their course journals. At the end of the course, each student was required to write asummary paper to discuss what they learned and to reflect on what they experienced
Conference Session
Engineering Identity 2
Collection
2013 ASEE Annual Conference & Exposition
Authors
Nadia L. Frye, Washington State University; Devlin Montfort, Washington State University; Shane A. Brown P.E., Washington State University
Tagged Divisions
Educational Research and Methods
based on an assessment of relatedliterature in other knowledge domains and with other research methods by a multidisciplinaryteam of experts in the fields of personal epistemology, student development, qualitative research,and civil engineering. Development of a protocol was necessary for this study in order to addressissues of domain specificity not covered by previous research and to fit the qualitative methodsutilized. The statements were designed specifically to elicit direct responses about students’domain-specific personal epistemologies. Participants were then asked to explain the reasoningbehind the acceptance or rejection of each statement in order to allow them to reflect upon theirbelief statement. Between the two extensive
Conference Session
K-12 Professional Development I
Collection
2013 ASEE Annual Conference & Exposition
Authors
Bradley Bowen Ed.D, North Dakota State University
Tagged Divisions
K-12 & Pre-College Engineering
completes the new employee training, gains access to appropriate email and server files, and participates in any other activities deemed critical to a fully immersive experience. Once the work experience is complete, the teachers receive a $2,000 stipend, half of which is paid by the company and the other half is paid for by the local regional education association (REA).  Each week, the teacher participants must submit a weekly written reflection. This assignment gives the teachers an opportunity to reflect on what they learned during the week and how it will help them become a more effective teacher. It also provides documentation of their experience that can be included in their final
Conference Session
Rethinking Engineering Writing
Collection
2013 ASEE Annual Conference & Exposition
Authors
David M. Beams P.E., University of Texas, Tyler; Luke Niiler, University of Alabama; Beth Todd, University of Alabama; Marcus Brown, University of Alabama; Garry W. Warren, University of Alabama
Tagged Divisions
Liberal Education/Engineering & Society
: The writer demonstrates a command of professional language.Tables and Figures: The writer uses tables and figures appropriately.Organization: The writer's draft is properly organized.Detail: The writer uses an adequate level of detail.These criteria represent a version of the rubric used at UT-Tyler as part of the EngineeringWriting Initiative. Similar criteria have been used by engineering programs at the Universityof Arizona, the University of South Florida, and the University of Washington. 10, 11, 12Preliminary results: evaluation of laboratory reportsAt this writing, data analysis for the fall semester of 2012 is incomplete; data for UA havenot yet been compiled; the following results reflect the
Conference Session
Trends in Engineering Education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette
Tagged Divisions
Educational Research and Methods
closely related to teaching conceptions and beliefs aboutknowledge, education and teaching47–50. It follows from such observations that changing beliefsand conceptions of teaching are critical for any substantive change in teaching51,52. Efforts toinfluence beliefs through courses and interventions that seek to challenge individual beliefs havemixed outcomes53,54. De-contextualized evidence-based teaching models that are prevalent inthe literature have also been shown to offer limited support for teachers to change theirpractice55. Many researchers consider reflective practice, in which a teacher frequently engagesin reflection on their ongoing practical experiences, as having more potential in helpingpracticing teachers change their